PRE-SERVICE ENGLISH TEACHERS’ READINESS FOR TECHNOLOGY-ENHANCED LANGUAGE LEARNING

Abstract

In 21st century, the use of the Internet and digital technology in second and foreign language learning and acquisition is predominant. Therefore, concern for language teachers’ competence in utilizing technology in their classrooms is growing. This study aims to investigate pre-service English teachers’ perceived readiness for TELL in Indonesian context. A case study equipped with observations, survey, and semi structured interviews was conducted. The participants were 21 pre-service EFL teachers taking a course on Artificial Intelligence for language learning and teaching in an Islamic State University in Indonesia. The pre-service English teachers’ readiness is examined from four components: (1) basic digital skills, (2) didactic ICT competence, (3) learning strategies, and (4) digital bildung. The result suggests that a significant portion of the pre- service teachers involved in this study perceived themselves as competent and ready to implement TELL in their EFL classroom after completing their teacher training program