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Integrating Technology in EFL Classrooms: A Technology-Facilitated Lesson Study Model for Developing CALL Competencies

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Title: Integrating Technology in EFL Classrooms: A Technology-Facilitated Lesson Study Model for Developing CALL Competencies
Language: English
Authors: Hui-Chin Yeh, Jo Shan Fu (ORCID 0000-0001-5805-7235), Yi-Ning Chang
Source: International Journal for Lesson and Learning Studies. 2026 15(2):82-98.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Computer Assisted Instruction, Second Language Instruction, Second Language Learning, English (Second Language), Technology Integration, Technological Literacy, Pedagogical Content Knowledge, Foreign Countries, Language Teachers, Faculty Development, Lesson Plans, Educational Technology
Geographic Terms: Taiwan
DOI: 10.1108/IJLLS-09-2025-0254
ISSN: 2046-8253
Abstract: Purpose: This study examines whether a structured, collaborative professional development model can help EFL teachers move beyond superficial technology use and develop the integrated knowledge needed for meaningful digital integration in language teaching. Design/methodology/approach: Ten EFL teachers in Taiwan participated in an 18-week technology-facilitated lesson study (TFLS) cycle. This model integrates technology in two key ways: (1) using digital tools to enhance language instruction and (2) employing collaborative technologies to support the planning, observation and reflection phases among teachers. Data were collected through surveys, lesson plan evaluations, classroom observations, reflective essays and interviews. Analysis focused on measuring changes in teachers' competencies and documenting their experiences with the TFLS process. Findings: The intervention was associated with improvements in lesson planning and technology integration. Teachers expanded their instructional strategies, designed more student-centered activities and used digital tools more effectively for differentiation. They developed a more deliberate approach to selecting technologies based on pedagogical purpose rather than novelty and reported increased technological confidence and instructional efficacy. Research limitations/implications: Findings are limited by the small sample and single context. Future studies should involve more diverse participants and explore long-term effects on student learning. Practical implications: The study offers a replicable professional development model that integrates Lesson Study with technology use. Additional support is recommended for designing assessments for technology-enhanced lessons. Social implications: Strengthening CALL/TPACK competencies through TFLS can boost teacher confidence and learner engagement in digitally mediated classrooms. Originality/value: This research provides empirical evidence for a sustainable professional development model that unites LS, technology integration and teacher collaboration to support meaningful educational technology use.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506418
Database: ERIC
FullText Text:
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  Data: Integrating Technology in EFL Classrooms: A Technology-Facilitated Lesson Study Model for Developing CALL Competencies
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Hui-Chin+Yeh%22">Hui-Chin Yeh</searchLink><br /><searchLink fieldCode="AR" term="%22Jo+Shan+Fu%22">Jo Shan Fu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5805-7235">0000-0001-5805-7235</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yi-Ning+Chang%22">Yi-Ning Chang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Lesson+and+Learning+Studies%22"><i>International Journal for Lesson and Learning Studies</i></searchLink>. 2026 15(2):82-98.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 17
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1108/IJLLS-09-2025-0254
– Name: ISSN
  Label: ISSN
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  Data: 2046-8253
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examines whether a structured, collaborative professional development model can help EFL teachers move beyond superficial technology use and develop the integrated knowledge needed for meaningful digital integration in language teaching. Design/methodology/approach: Ten EFL teachers in Taiwan participated in an 18-week technology-facilitated lesson study (TFLS) cycle. This model integrates technology in two key ways: (1) using digital tools to enhance language instruction and (2) employing collaborative technologies to support the planning, observation and reflection phases among teachers. Data were collected through surveys, lesson plan evaluations, classroom observations, reflective essays and interviews. Analysis focused on measuring changes in teachers' competencies and documenting their experiences with the TFLS process. Findings: The intervention was associated with improvements in lesson planning and technology integration. Teachers expanded their instructional strategies, designed more student-centered activities and used digital tools more effectively for differentiation. They developed a more deliberate approach to selecting technologies based on pedagogical purpose rather than novelty and reported increased technological confidence and instructional efficacy. Research limitations/implications: Findings are limited by the small sample and single context. Future studies should involve more diverse participants and explore long-term effects on student learning. Practical implications: The study offers a replicable professional development model that integrates Lesson Study with technology use. Additional support is recommended for designing assessments for technology-enhanced lessons. Social implications: Strengthening CALL/TPACK competencies through TFLS can boost teacher confidence and learner engagement in digitally mediated classrooms. Originality/value: This research provides empirical evidence for a sustainable professional development model that unites LS, technology integration and teacher collaboration to support meaningful educational technology use.
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        Value: 10.1108/IJLLS-09-2025-0254
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      – Text: English
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        PageCount: 17
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    Subjects:
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Teachers
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      – SubjectFull: Faculty Development
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Taiwan
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      – TitleFull: Integrating Technology in EFL Classrooms: A Technology-Facilitated Lesson Study Model for Developing CALL Competencies
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            NameFull: Jo Shan Fu
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            NameFull: Yi-Ning Chang
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