Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative case study investigates how university English teachers integrate AI chatbots into flipped classrooms. Findings reveal that teachers employed chatbots across multiple pedagogical functions—including vocabulary support, grammar explanation, dialogue simulation, and creative content generation—embedded purposefully into both pre-class preparation and in-class collaboration. Rather than passively adopting these tools, teachers strategically positioned chatbots to enhance student autonomy, confidence, and interaction, while tailoring their use to suit specific flipped classroom designs. Meanwhile, teachers acknowledged the risks of over-reliance on AI chatbot content and the disruptions caused by vague or incorrect responses. They responded by developing structured guidance and reforming their roles as facilitators rather than content deliverers. This study contributes new insights into teacher agency in AI-mediated language education, highlighting the complex pedagogical negotiations required to meaningfully integrate emerging technologies into flipped learning environments.
Ling et al. (2025) studied this question.