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Korean EFL Teachers' Responses to GenAI-Integrated Reading and Writing Models in a Professional Development Program: A Preliminary Study

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Title: Korean EFL Teachers' Responses to GenAI-Integrated Reading and Writing Models in a Professional Development Program: A Preliminary Study
Language: English
Authors: Rakhun Kim
Source: English Teaching. 2025 80(4):185-216.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Artificial Intelligence, Faculty Development, Computer Assisted Instruction, Reading Instruction, Writing Instruction, Teacher Response, Collaborative Writing, Teacher Attitudes, Computer Attitudes, Cooperation
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: This preliminary study examined how a professional development (PD) program supported Korean EFL teachers in integrating generative artificial intelligence (GenAI) into collaborative reading and writing instruction. Fifteen in-service secondary school teachers participated in an 11-session PD program that introduced GenAI-supported instructional models and guided teachers to adapt them through micro-teaching, reflection, and classroom application. Data were collected through pre- and post-intervention surveys and three rounds of reflective journals. Quantitative findings revealed no significant improvement in perceived ease of using GenAI for collaborative reading. However, teachers reported significantly greater ease of use in collaborative writing, presentation, and form-focused instruction (FFI). Qualitative results identified recurring challenges--such as role imbalance, copy-and-paste reliance, and lack of scaffolding--which prompted teachers to revise the pre-existing instructional models into more structured ones (e.g., Expert Jigsaw Reading, role-based writing cycles). The findings demonstrate how PD programs can develop teacher agency by translating abstract GenAI principles into classroom-ready, pedagogically sustainable practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493968
Database: ERIC
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  Data: Korean EFL Teachers' Responses to GenAI-Integrated Reading and Writing Models in a Professional Development Program: A Preliminary Study
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  Data: 1017-7108<br />2671-9312
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  Label: Abstract
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  Data: This preliminary study examined how a professional development (PD) program supported Korean EFL teachers in integrating generative artificial intelligence (GenAI) into collaborative reading and writing instruction. Fifteen in-service secondary school teachers participated in an 11-session PD program that introduced GenAI-supported instructional models and guided teachers to adapt them through micro-teaching, reflection, and classroom application. Data were collected through pre- and post-intervention surveys and three rounds of reflective journals. Quantitative findings revealed no significant improvement in perceived ease of using GenAI for collaborative reading. However, teachers reported significantly greater ease of use in collaborative writing, presentation, and form-focused instruction (FFI). Qualitative results identified recurring challenges--such as role imbalance, copy-and-paste reliance, and lack of scaffolding--which prompted teachers to revise the pre-existing instructional models into more structured ones (e.g., Expert Jigsaw Reading, role-based writing cycles). The findings demonstrate how PD programs can develop teacher agency by translating abstract GenAI principles into classroom-ready, pedagogically sustainable practices.
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      – Text: English
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        PageCount: 32
        StartPage: 185
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Faculty Development
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Teacher Response
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      – SubjectFull: Collaborative Writing
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Computer Attitudes
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      – SubjectFull: Cooperation
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      – SubjectFull: South Korea
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      – TitleFull: Korean EFL Teachers' Responses to GenAI-Integrated Reading and Writing Models in a Professional Development Program: A Preliminary Study
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