Innovation in Language Learning

The GIGA School Program, initiated by Japan's Ministry of Education in 2019 [MEXT, 2019a, 2019b], aims to revolutionize education by integrating ICT in all schools. Its key objectives include equipping every student with a computer with a stable and high-speed Internet connection in schools, enhancing digital educational content to facilitate personalized learning, and improving teachers' ICT skills through training and support. This initiative seeks to create a technologically advanced and supportive learning environment, compelling the development of courses within the English teacher training program to equip future educators for these growing demands. Teacher training courses, thus, require practical components for technology use in the classroom that mirror real-world teaching scenarios. This study explores teacher-trainees' reflections on how well these courses prepare them to integrate technology for teaching English with ICT for their teaching rounds and beyond. The course incorporates practical elements, underscoring mastery in handling various computer devices and creating digital teaching materials. It combines theory and practice with tasks, such as utilizing Learning Management Systems (LMS) in lesson plans, understanding Computer Adaptive Testing (CAT), designing tasks with mobile apps, and conducting language instruction activities through a web-conferencing system. Throughout the course, the students were exposed to various tasks designed to teach them different technologies and offer them first-hand experience of technology-enhanced learning. This study evaluates the data collected and analyzed from two courses spanning eight semesters conducted during the academic years 2020-2023. The data includes classroom observations, end-of-semester surveys, and individual interviews. Preliminary findings indicate that teacher-trainees believe they acquired the necessary knowledge and skills to integrate educational technology into their English teaching practices appropriately in school settings. This study concludes with implications for developing future-proof language teacher-trainee courses with technology.