Reconceptualising TPACK in The Age of Generative AI: Implications for English Language Teaching in EFL Contexts

Abstract

The rapid development of generative artificial intelligence (GenAI) is creating new opportunities for English language teaching, from generating reading materials and designing vocabulary activities to providing feedback and simulating conversations. However, having access to these tools does not necessarily mean that learning will become more effective. The real challenge for teachers is to decide when AI can support learning, how its output should be evaluated, and how it can be integrated into lessons without reducing learners’ independence. This conceptual article examines the relevance of the Technological Pedagogical Content Knowledge (TPACK) framework to English language teaching in the age of generative AI. Drawing on 15 academic publications, including theoretical studies, empirical research and systematic reviews, the article explores developments in TPACK, AI-TPACK, language education, teacher competence and responsible AI use. The analysis suggests that the traditional TPACK framework remains valuable, but teachers’ technological knowledge now needs to encompass a more critical understanding of AI-generated content. English teachers must be able to evaluate linguistic accuracy, adapt materials to learners’ needs, address ethical concerns and make informed pedagogical decisions. The review also highlights an imbalance in existing research: GenAI studies in language education have focused largely on higher education and writing, while school-level EFL classrooms and other language skills remain less extensively investigated. In response, the article proposes a conceptual extension of TPACK that brings together technological, pedagogical and content knowledge with critical AI literacy, ethical knowledge and teacher agency. It argues that meaningful AI integration depends not on the amount of technology used, but on whether that technology serves clear learning objectives and supports teachers’ professional judgement and learners’ active participation.