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Description
This study examined how final-year pre-service EFL teachers integrated educational technology into English lesson planning after completing a portfolio-based ICT course. Addressing a gap in pre-service teacher education research, which often relies on self-reported confidence or attitudes, the study analysed the pedagogical artefacts that student teachers actually produced. The dataset comprised 580 technology-supported lesson-plan tasks designed by 58 final-year pre-service EFL teachers who worked with a shared set of CALL tools. Each task was coded using the SAMR framework, with additional coding for lesson stage and locus of tool use (teacher-operated or learner-operated). Findings showed that technology was most frequently positioned in warm-up, practice, and assessment activities, while extended learner production and redesign-oriented tasks were less common. Most uses enhanced existing activities through quizzes, feedback, or multimedia presentation, fewer enabled substantial task transformation or learner-led digital creation. The study highlights the need to develop teacher candidates’ pedagogical agency in designing learner-centred, technology-enhanced language learning beyond tool adoption.
