genai
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- PaperTESOL Quarterly8 Jul 2026
GenAI ‐Assisted Digital Multimodal Composing in TESOL Teacher Education
Benjamin Luke Moorhouse, Christoph A. Hafner, Tsz Ying Ho
This study explored how pre-service TESOL teachers integrated GenAI tools into a digital multimodal composing (DMC) project, where they composed a website at a Hong Kong university. Teachers used GenAI selectively for content creation (e.g., images, videos) and as a partner in idea generation and feedback, which fostered creativity, digital literacy, and critical reflection. Concerns about AI reliability and contextual constraints highlight the need for experiential learning and ethical guidance in TESOL teacher education.
Original abstract
This study explored how pre‐service TESOL teachers integrated GenAI tools into a Digital Multimodal Composing (DMC) project, composing a website, at a Hong Kong university. Specifically, it explored their decision‐making and cognitive engagement in the DMC process when they had autonomy in the use of GenAI tools. Drawing on a social practice perspective of literacy, the research explores how GenAI supports or complicates multimodal composing and the professional learning outcomes for TESOL pre‐service teachers. Data were collected through group and individual interviews with stimulated recall and analysis of group project websites. Findings reveal that all ten participating groups used GenAI tools, though in selective and strategic ways influenced by perceptions of tool efficiency, capabilities, authenticity, meaning‐making, and desired degree of involvement. GenAI was employed both for creating multimodal content (e.g., images, videos, and summaries) and as a partner in the composing process (e.g., idea generation and feedback). The DMC project fostered creativity, digital literacy, and critical reflection, with participants reporting increased confidence in multimodal and AI‐assisted pedagogies. However, concerns about AI reliability and contextual constraints in future teaching environments were identified. The study highlights the importance of experiential learning, explicit guidance, and ethical awareness for integrating AI and DMC in TESOL teacher education, offering practical implications for curriculum design in the GenAI era.
- PaperTESOL Journal5 Jul 2026
TESOL Teacher Educator Emotion on GenAI and Expertise Development
Tamara Mae Roose, Ju‐A Hwang
Two TESOL teacher educators' reactions to GenAI were characterized by intrigue, uncertainty, insecurity, and duty, influenced by their different backgrounds and roles. Their emotions and expertise development were dialogically intertwined, with adaptive expertise facilitated by reflection and social interaction.
Original abstract
Rapid advancement of GenAI technologies has elicited strong emotional reactions, increasing the demand for educators to enhance their expertise regarding these innovations. This paper examines the dialogic development of two TESOL teacher educators' expertise by exploring their initial reactions to GenAI use in education through their individually written memos and reflective dialog, along with Zoom class transcripts, Zoom chat box conversations, and teacher candidates' weekly assignments. Findings suggest that the teacher educators' reactions were characterized by intrigue, uncertainty, insecurity, and duty tied to their different background knowledge, roles, and responsibilities. The dialogic relationship between their emotions and expertise development suggests that adaptive expertise is facilitated by reflection and social interaction, shaped by internal and external pressures.