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Expectations for future use and development
| Description | AT component | Relevance to RQ | Relevant quotes |
|---|---|---|---|
| Anticipating future roles and advancements of AI. | Involves the goals of AI integration (object/outcome), evolving norms (rules) and the wider ELT/ELTE community. | More exploratory, providing insight into future applications of AI; sets the stage for improvements in AI supporting RPs and critical self-evaluations. | “The AI Coach would be very helpful. But when we talk about very detailed suggestions, I still think feedback from real-world would work better” (PRQ 2). |
j_eurodl-2024-0003_utab_001
| Role and goal | Step-by-step | Instructions | Pedagogy Constraints Personalisation | |
|---|---|---|---|---|
| Let Al know who it is, how to act and what to share with STs. | This provides Al with guidelines to initiate a metacognitive procedure, encouraging STs to reflect on a lesson they have taught, identify one thing they overcame and a challenge they would like to work on. STs can provide strategies to help them address this challenge. It is an intentional decision for the AI to persistently pose queries. The aim is to stimulate STs’ and for them to be immersed thoroughly in the reflective experience. | An example is provided to help refine the AI’s output with the aim of guiding STs reflective process in an engaging way. | This is designed to reduce the likelihood of the AI behaving unexpectedly. | Structuring the AI to ‘ask about obstacles’ encourages the STs to think more critically and deeply about how they might be successful in addressing the area they would like to work on in their next lesson. |
Initial search results
| Search term | EBSCO | ERIC |
|---|---|---|
| ‘AI in higher education’ | 5,645 | 12 |
| ‘RPs in ELT’ | 2,552 | 1 |
| ‘ESL practicum’ | 2,437 | 63 |
| ‘Technology in ELT practicum courses’ | 1,402 | 0 |
| ‘Activity theory AND ELTE’ | 2,140 | 0 |
| ‘AI as coach’ | 4 | 0 |
| ‘Critical evaluation in language teaching’ | 402 | 0 |
| ‘Teaching transformation’ OR ‘Pedagogical transformation in ELT’ | 95 | 101 |
| ‘Mediation tools in ELT practicum’ | 325 | 0 |
Summary of participants
| Total cohort | 26 |
|---|---|
| Ineligible participants | 3 |
| Volunteer participants | 12 |
| Completed initial questionnaires | 12 |
| Completed first interaction & PRQ | 8 |
| Completed second interaction & PRQ | 2 |
| Completed third interaction & PRQ | 1 |
| Incomplete PRQ (post-reflection questionnaire) | 1 |
Maximising instructional time & enhancing RP
| Description | AT component | Relevance to RQ | Relevant quotes |
|---|---|---|---|
| Efficient classroom management and effective use of time. | ‘Rules’ and ‘Division of Labour’: Efficient classroom management and effective use of time. | Directly addresses RQ1 (depth and quality of RPs). | “One of the most important challenges for me was time management during the class” (1.1, Line 57). |
RP, self-awareness and PD
| Description | AT component | Relevance to RQ | Relevant quotes |
|---|---|---|---|
| Focus on self-growth and RPs. | ‘Subject’ and ‘object/outcome’: Focus on self-growth, goals and self-reflection. | Central to RQ1 (enhancing RPs). Indirectly supports RQ2 through self-awareness in critical evaluations. | “I was realistic in terms of allocating time for some activities.” (1.1, Line 64). |
Addressing teaching challenges and support for graduate ESL STs
| Description | AT component | Relevance to RQ | Relevant quotes |
| Overcoming teaching and language challenges and support for graduate STs. | ‘Tool’: AI as a resource to address specific teaching and language challenges. | Aligns with RQ2 (overcoming teaching challenges), especially relevant for the various practicum contexts. | “I need to make sure to use simple vocabulary and grade my language to make less wordy instructions” (1.1, Line 97). |
PD and confidence in pedagogical abilities
| Description | AT component | Relevance to RQ | Relevant quotes |
|---|---|---|---|
| Building teaching strategies and confidence. | Encompasses personal growth (subject) and results (object/outcome) achieved through AI (tools). | Closely related to RQ1 (impact on professional growth). indirectly influences RQ2 (confidence in evaluating teaching actions). | “My intonation, stress, and connected speech need to improve in the future”. (2.1, Line 78). |