Language teachers as pedagogical designers in technology-mediated language education

Abstract

This paper examines the professional experiences of language teachers in Chinese universities who serve as pedagogical designers in technology-mediated language education. Drawing from an ecological systems perspective, the study uses a multiple case study methodology to explore the challenges seven language teachers faced in their roles and how they adapted to and overcame these challenges. Data was collected through interviews and lesson observations and analyzed thematically to identify key insights into the participants' professional experiences. The findings reveal that while the participating language teachers experienced challenges in maintaining supportive relationships with students, colleagues, and family, and a lack of resources, they responded by developing positive pedagogical beliefs, self-efficacy, and strategies for designing technology-mediated tasks. This suggests that to support language teachers in their roles as pedagogical designers, professional development programs should focus on equipping teachers with the skills and resources needed for effective technology integration.