As many EFL countries introduce digital textbooks and AI-based language education, the importance of enhancing pre-service language teachers’ Technological Pedagogical Content Knowledge (TPACK) in language teacher education is increasingly being emphasized. This qualitative case study examined how 13 pre-service English teachers applied various elements of TPACK through their participation in a chatbot-integrated course designed to provide hands-on, design-based experience. Analysis of participants' weekly reflection journals revealed their evolving engagement with TPACK elements, Design Knowledge, and contextual considerations. As the semester progressed, the pre-service English teachers demonstrated enhanced TPACK contribution through their growing capacity to integrate technology in language instruction and deeper understanding of pedagogical implications. The preservice teachers were also able to better combine chatbot and language teaching and became more confident in situating themselves as effective English teachers through the course. The study provides a comprehensive TPACK-based framework for language teacher educators to evaluate and develop preservice teachers' technological, pedagogical, and content competencies in technology-enhanced instruction. These findings offer practical implications for language teacher educators seeking to incorporate TPACK-informed approaches in their course design and professional development programs.
Choi et al. (2025) studied this question.