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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