Purposeful and strategic use of L1 can help with L2 learning. However, in many contexts, monolingual immersion approaches dominate, leading language teachers to refrain from using L1. It can also mean that teachers are not professionally prepared to implement evidence-informed uses of L1. In this article, we share the findings of an intervention study that aimed to raise preservice English language teachers' awareness of purposeful L1 use while co-exploring ways generative artificial intelligence (AI) tools (e.g. ChatGPT) can aid teachers' knowledge development and strategic utilization of L1 in L2 classrooms. Data were collected from fifty-six preservice language teachers in Hong Kong through a pre- and post-intervention mixed-method survey and follow-up group interviews. The findings show that explicit instruction on the use of L1 in L2 classrooms can increase preservice teachers' intention to use L1 as well as their knowledge about the evidence-informed use of L1 and the ways in which generative AI tools can assist their implementation of L1. Copyright © 2024 Oxford University Press.

Generative Artificial Intelligence (GenAI) tools have been argued to have transformative potential in education; yet existing literature suggests that language teachers generally lack the abilities to leverage these tools effectively and critically. Conducted in an initial language teacher education programme at a Hong Kong university, this mixed-method intervention study aims to explore the effects of explicit training for using GenAI tools for language teaching in rising pre-service language teachers’ professional GenAI competence (P-GenAI-C). 54 M.Ed students took part in an 11-week course intervention aiming to enhance the five aspects in the P-GenAI-C framework. Analysis of pre- and post-intervention questionnaires, which encompassed a mix of open and closed items to gather participants’ knowledge and perceptions of utilising GenAI tools, as well as the follow-up interviews, revealed that the intervention was effective in stretching all aspects of pre-service teachers’ P-GenAI-C. While there was greater evidence of improvement in participants’ pedagogical competence and critical awareness of GenAI tools deployment, there was less evidence of development in other aspects, such as teachers’ capacity to guide their students to use GenAI tools effectively and responsibly. This discrepancy might be attributed to the lack of such content in the course intervention. Implications for incorporating elements of P-GenAI-C into teacher preparation courses and programmes are discussed. Copyright © 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

More and more students are exploring overseas destinations and English-Medium Instruction (EMI) environments for their postgraduate studies. While it is known that students can often struggle in an EMI environment, the challenges faced by postgraduate students, and the support they receive or need, are not fully understood. By adopting a two-stage qualitative sequential data collection approach, this study explored the experiences and perceptions of full-time postgraduate students from Mainland China studying in a one-year Master of Education programme at a Hong Kong university during their first semester. Data were collected through an online survey ( N = 73) and three in-depth group interviews ( N = 12). The analysis of data offered a holistic understanding of the students’ challenges, needs, and struggles. The findings provide suggestions for support that teachers and programmes can provide to postgraduate students, as well as student self-help support strategies. Several sustainable support strategies are proposed to assist students in adjusting and succeeding in the EMI context at the postgraduate level. © 2023 by the authors.