Purpose This study examines whether a structured, collaborative professional development model can help EFL teachers move beyond superficial technology use and develop the integrated knowledge needed for meaningful digital integration in language teaching. Design/methodology/approach Ten EFL teachers in Taiwan participated in an 18-week technology-facilitated lesson study (TFLS) cycle. This model integrates technology in two key ways: (1) using digital tools to enhance language instruction and (2) employing collaborative technologies to support the planning, observation and reflection phases among teachers. Data were collected through surveys, lesson plan evaluations, classroom observations, reflective essays and interviews. Analysis focused on measuring changes in teachers’ competencies and documenting their experiences with the TFLS process. Findings The intervention was associated with improvements in lesson planning and technology integration. Teachers expanded their instructional strategies, designed more student-centered activities and used digital tools more effectively for differentiation. They developed a more deliberate approach to selecting technologies based on pedagogical purpose rather than novelty and reported increased technological confidence and instructional efficacy. Research limitations/implications Findings are limited by the small sample and single context. Future studies should involve more diverse participants and explore long-term effects on student learning. Practical implications The study offers a replicable professional development model that integrates Lesson Study with technology use. Additional support is recommended for designing assessments for technology-enhanced lessons. Social implications Strengthening CALL/TPACK competencies through TFLS can boost teacher confidence and learner engagement in digitally mediated classrooms. Originality/value This research provides empirical evidence for a sustainable professional development model that unites LS, technology integration and teacher collaboration to support meaningful educational technology use.
Yeh et al. (Mon,) studied this question.