EXPLORING EFL TEACHERS’ GENAI-MEDIATED SELF-PROFESSIONALISM THROUGH THE TPACK LENS

Tóm tắt

This paper explores EFL teachers’ generative AI (GenAI)-mediated self-professionalism through the Technological Pedagogical Content Knowledge (TPACK) framework. In particular, it examines the frequency of GenAI-based self-professionalism activities and investigates teachers’ attitudes on using GenAI for professional development, as well as the relationship between engagement and attitudes. A small-scale quantitative design was adopted, using a questionnaire survey administered to 34 EFL teachers at a Vietnamese university. The instrument consisted of three sections: demographic information, GenAI-mediated selfprofessionalism activities aligned with TPACK domains, and attitudes toward GenAI use for professional growth. Descriptive statistics and Pearson correlation were employed to provide exploratory insights into engagement patterns and relationships between variables. The preliminary results suggest varying engagement levels across TPACK domains, generally positive attitudes toward GenAI integration, and a strong connection between how often they engage in GenAI and their favorable attitudes. While the findings highlight the potential of GenAI as a valuable tool for EFL teacher professional growth, they are not generalizable and primarily serve as a pilot for refining the instrument and guiding future large-scale research.