Developing TPACK for corpus technology: collaboration between pre- and in-service L2 teachers in argumentative writing instruction

Abstract

How teachers’ Technological Pedagogical Content Knowledge (TPACK) impact student learning is an area that needs more attention in L2 instruction. This case study examined how a pre-service and in-service L2 teacher collaboratively developed TPACK for corpus technology in a design-based learning project focusing on argumentative writing with 73 students. This sub-domain of TPACK for corpus technology entails a newly established corpus-based language pedagogy (CBLP). We examined the impact of this cross-tier collaboration on both teacher TPACK development and student learning. Data collected from two cycles included lesson plans, classroom observations, teacher interviews, teacher reflections and student evaluation. Employing five previously established codes, findings revealed bidirectional knowledge flow and reciprocal learning during the cross-tier collaboration: the experienced in-service teacher mentored the novice pre-service teacher in subject knowledge and pedagogical practices for argumentative writing, while the pre-service teacher provided expertise in corpus technology. This reciprocal learning process fostered development within each participant’s Zone of Proximal Development, expanding their respective skill sets in pedagogy, subject matter, and technology integration. Furthermore, results highlighted the importance of student-centred, experiential learning in successful CBLP implementation. This study offers valuable insights into collaborative TPACK development for corpus technology and its effective integration into L2 instruction for advanced argumentative writing skills.