Developing pre-service EFL teachers’ professional competences for digital adaptive learning

A quasi-experimental validation of a training model

Bibliographic Data

ID22434820
AuthorsAinur Zhorabekova (0000-0003-2697-8077, M.Auezov South Kazakhstan State University), Moldir Kurmasheva (Pedagogical University, corresponding author), Assel Yesnazar (Pedagogical University), Artyk Nuraliyeva (M.Auezov South Kazakhstan State University, corresponding author)
Year2026
Volume11
Publication date2026-07-14
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1902394
OpenAlexW7168293218
LanguageEN
References cited32

The growing integration of artificial intelligence into language education necessitates a corresponding evolution in teacher preparation, yet existing competence models remain largely unvalidated within the specific context of digital adaptive learning. This study designed and experimentally validated a training model for developing professional competence among pre-service EFL teachers, comprising four interrelated dimensions: conceptual, digital, methodical, and organizational. Using a quasi-experimental pre-test/post-test control group design, 106 third-year pre-service EFL teachers (experimental, n = 54; control, n = 52) participated in a 15-week intervention. The experimental group engaged in an elective course structured around the proposed model, while the control group followed conventional methodology training. Competence was assessed across motivational, cognitive, and performance domains using validated instruments. Mixed ANOVA revealed significant Time × Group interaction effects favouring the experimental group across all dimensions: motivation [F(1,104) = 24.82, p < .001, η 2 = .19, d = 0.97], cognitive competence [F(1,104) = 111.34, p < .001, η 2 = .52, d = 2.05], and instructional performance [F(1,104) = 228.34, p < .001, η 2 = .69, d = 2.94]. These findings provide empirical validation for a training model, demonstrating that structured, competence-based preparation is associated with significantly enhanced pre-service teachers’ readiness to integrate adaptive technologies into language instruction. The study contributes both a replicable pedagogical framework and evidence of its effectiveness for teacher education programmes responding to AI-mediated educational contexts.

Cognition · Empirical research · Professional development · Treatment and control groups · Digital literacy in education · E-Learning and COVID-19 · Technology-Enhanced Education Studies

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