Lucas Kohnke
Biographic Data
| ID | 1147558 |
|---|---|
| NAME | Lucas Kohnke |
| GIVEN NAMES | Lucas |
| FAMILY NAME | Kohnke |
| SIGNATURE | KOHNKE L |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0001-6717-5719 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Navigating generative artificial intelligence educational expertise
This duoethnographic study explored the lived experiences of the authors, two university-based teacher educators in Hong Kong, as they navigate their positioning as generative artificial intelligence (GenAI) educational experts. Employing dialogic reflections elicited by a customised GenAI chatbot interviewer, the study investigated the complexities caused by the developments of GenAI in teacher education amidst professional uncertainty, institut…
AI as a collaborator
This study examines pre-service English teachers’ lived experiences of using generative artificial intelligence (GenAI) for multimodal lesson planning. Conducted within a six-week, technology-enhanced pedagogy course in a postgraduate teacher education programme in Hong Kong, the study employed interpretive phenomenological analysis drawing on classroom observations, AI-generated artefacts, and reflective interviews. The findings portray a develo…
From Pedagogy to Practice
This teaching article explores how microlearning can support TESOL educators in developing the pedagogical and emotional capacities needed to use generative artificial intelligence (GenAI) tools to design and evaluate digital multimodal compositions (DMC). Grounded in sociocultural theory and teacher development literature, it proposes microlearning as a flexible, scalable and emotionally responsive professional development (PD) model. Short, foc…
Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI)
This qualitative study investigates the impact of generative artificial intelligence (GenAI) on the emotional engagement, motivation and well-being of first-year university students in Hong Kong. We conducted semi-structured interviews with 21 students and three instructors to explore their perceptions of how GenAI influences the affective dimensions of language learning. The data were analyzed using manual coding and inductive thematic analysis …
Navigating the Future
As artificial intelligence (AI) rapidly transforms educational practices, educators worldwide face an urgent need to develop pedagogic competencies that align with AI's evolving capabilities, yet existing frameworks lack systematic guidance for AI‐specific skill development. This article introduces a pioneering framework designed to refine educators' pedagogic competencies in the rapidly evolving landscape of AI. Drawing inspiration from esteemed…
Cultivating resilience through a community of inquiry
202601 bcjz
Artificial Intelligence Integration in Tesol Teacher Education
As generative artificial intelligence (GenAI) transforms language education, teacher educators are uniquely positioned to equip teachers with the skills to engage with artificial intelligence (AI) tools. Although AI offers opportunities for automating tasks and personalizing learning, educators must ensure these tools align with pedagogical integrity, equity, and social justice. This Teaching Issue article explores AI integration in TESOL teacher…
Deconstructing the Normalization of Data Colonialism in Educational Technology
As learning analytics and educational data mining have become the “new normal” in the field, scholars have observed the emergence of data colonialism. Generally, data colonialism can be understood as the process by which data were considered “free” to take and appropriate. Building on this theoretical understanding, this study aims to contextualize data colonialism in educational technology by identifying and reviewing learning analytics studies …
Developing language teachers’ professional generative AI competence
The effects of generative AI on initial language teacher education
Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored.…
ChatGPT for Language Teaching and Learning
In this technology review, we explore the affordances of the generative AI chatbot ChatGPT for language teaching and learning. In addition to this, we also present debates and drawbacks of ChatGPT. Finally, we present the digital competencies teachers and learners require to use this chatbot ethically and effectively to support language learning.
Promoting Positive Emotions during the Emergency Remote Teaching of English for Academic Purposes
Despite the significant research on the effectiveness and challenges of emergency remote teaching (ERT) during the global COVID-19 pandemic, few studies have focused on the systematic facilitation of positive emotions by classroom teachers. This study aimed to identify the strategies that teachers of English for Academic Purposes (EAP) used during the ERT period, by interviewing 18 university English teachers in Hong Kong. Our results suggest tha…
Addressing Language and Study Skills Challenges in Online Undergraduate EMI Courses
English-medium instruction (EMI) is taking hold within higher education in non-Anglophone settings, but there is insufficient research into the challenges students encounter when taking EMI courses online. This exploratory quantitative study conducted in Hong Kong examines the language and studying challenges faced by undergraduate students when in-person classes were suspended due to COVID-19. One hundred thirteen first- and second-year students…
Primary pre-service teachers’ beliefs about developing future-ready learners
This study explores the readiness of pre-service primary school teachers in Hong Kong to develop future-ready learners. Societal advances require the education sector to continuously update curricula to prepare young people for the future. Schools must equip students with the flexibility to use technologies that have not yet been invented and solve unanticipated problems. In this qualitative study, we analysed the perceptions of 15 pre-service pr…
Critical ThinkingGregoryHadley and AndrewBoon. New York, USA
The authors confirm that there is no conflict of interest in the book review reported here. N/A
Using Learner Analytics to Explore the Potential Contribution of Multimodal Formative Assessment to Academic Success in Higher Education
Blended learning pedagogical practices supported by learning management systems have become an important part of higher education curricula. In most cases, these blended curricula are evaluated through multimodal formative assessments. Although assessments can strongly affect student outcomes, research on the topic is limited. In this paper, we adopted a learning analytics approach to explore student engagement with formative assessments and the …
The effects of generative AI on initial language teacher education
Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored.…
Developing language teachers’ professional generative AI competence
Artificial Intelligence Integration in Tesol Teacher Education
As generative artificial intelligence (GenAI) transforms language education, teacher educators are uniquely positioned to equip teachers with the skills to engage with artificial intelligence (AI) tools. Although AI offers opportunities for automating tasks and personalizing learning, educators must ensure these tools align with pedagogical integrity, equity, and social justice. This Teaching Issue article explores AI integration in TESOL teacher…
Using Learner Analytics to Explore the Potential Contribution of Multimodal Formative Assessment to Academic Success in Higher Education
Blended learning pedagogical practices supported by learning management systems have become an important part of higher education curricula. In most cases, these blended curricula are evaluated through multimodal formative assessments. Although assessments can strongly affect student outcomes, research on the topic is limited. In this paper, we adopted a learning analytics approach to explore student engagement with formative assessments and the …
ChatGPT for Language Teaching and Learning
In this technology review, we explore the affordances of the generative AI chatbot ChatGPT for language teaching and learning. In addition to this, we also present debates and drawbacks of ChatGPT. Finally, we present the digital competencies teachers and learners require to use this chatbot ethically and effectively to support language learning.
Promoting Positive Emotions during the Emergency Remote Teaching of English for Academic Purposes
Despite the significant research on the effectiveness and challenges of emergency remote teaching (ERT) during the global COVID-19 pandemic, few studies have focused on the systematic facilitation of positive emotions by classroom teachers. This study aimed to identify the strategies that teachers of English for Academic Purposes (EAP) used during the ERT period, by interviewing 18 university English teachers in Hong Kong. Our results suggest tha…
Addressing Language and Study Skills Challenges in Online Undergraduate EMI Courses
English-medium instruction (EMI) is taking hold within higher education in non-Anglophone settings, but there is insufficient research into the challenges students encounter when taking EMI courses online. This exploratory quantitative study conducted in Hong Kong examines the language and studying challenges faced by undergraduate students when in-person classes were suspended due to COVID-19. One hundred thirteen first- and second-year students…
Primary pre-service teachers’ beliefs about developing future-ready learners
This study explores the readiness of pre-service primary school teachers in Hong Kong to develop future-ready learners. Societal advances require the education sector to continuously update curricula to prepare young people for the future. Schools must equip students with the flexibility to use technologies that have not yet been invented and solve unanticipated problems. In this qualitative study, we analysed the perceptions of 15 pre-service pr…
Critical ThinkingGregoryHadley and AndrewBoon. New York, USA
The authors confirm that there is no conflict of interest in the book review reported here. N/A
Deconstructing the Normalization of Data Colonialism in Educational Technology
As learning analytics and educational data mining have become the “new normal” in the field, scholars have observed the emergence of data colonialism. Generally, data colonialism can be understood as the process by which data were considered “free” to take and appropriate. Building on this theoretical understanding, this study aims to contextualize data colonialism in educational technology by identifying and reviewing learning analytics studies …
Developing language teachers’ professional generative AI competence
The effects of generative AI on initial language teacher education
Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored.…
Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI)
This qualitative study investigates the impact of generative artificial intelligence (GenAI) on the emotional engagement, motivation and well-being of first-year university students in Hong Kong. We conducted semi-structured interviews with 21 students and three instructors to explore their perceptions of how GenAI influences the affective dimensions of language learning. The data were analyzed using manual coding and inductive thematic analysis …
Navigating the Future
As artificial intelligence (AI) rapidly transforms educational practices, educators worldwide face an urgent need to develop pedagogic competencies that align with AI's evolving capabilities, yet existing frameworks lack systematic guidance for AI‐specific skill development. This article introduces a pioneering framework designed to refine educators' pedagogic competencies in the rapidly evolving landscape of AI. Drawing inspiration from esteemed…
Cultivating resilience through a community of inquiry
202601 bcjz
Artificial Intelligence Integration in Tesol Teacher Education
As generative artificial intelligence (GenAI) transforms language education, teacher educators are uniquely positioned to equip teachers with the skills to engage with artificial intelligence (AI) tools. Although AI offers opportunities for automating tasks and personalizing learning, educators must ensure these tools align with pedagogical integrity, equity, and social justice. This Teaching Issue article explores AI integration in TESOL teacher…
Navigating generative artificial intelligence educational expertise
This duoethnographic study explored the lived experiences of the authors, two university-based teacher educators in Hong Kong, as they navigate their positioning as generative artificial intelligence (GenAI) educational experts. Employing dialogic reflections elicited by a customised GenAI chatbot interviewer, the study investigated the complexities caused by the developments of GenAI in teacher education amidst professional uncertainty, institut…
AI as a collaborator
This study examines pre-service English teachers’ lived experiences of using generative artificial intelligence (GenAI) for multimodal lesson planning. Conducted within a six-week, technology-enhanced pedagogy course in a postgraduate teacher education programme in Hong Kong, the study employed interpretive phenomenological analysis drawing on classroom observations, AI-generated artefacts, and reflective interviews. The findings portray a develo…
From Pedagogy to Practice
This teaching article explores how microlearning can support TESOL educators in developing the pedagogical and emotional capacities needed to use generative artificial intelligence (GenAI) tools to design and evaluate digital multimodal compositions (DMC). Grounded in sociocultural theory and teacher development literature, it proposes microlearning as a flexible, scalable and emotionally responsive professional development (PD) model. Short, foc…
Psychology (11 works) · Mathematics education (9 works) · Pedagogy (9 works) · Generative grammar (7 works) · Online Learning and Analytics (7 works) · Sociology (7 works) · Computer Science (6 works) · Digital literacy in education (4 works) · Engineering (4 works) · Linguistics (4 works)