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<p>In the evolving techno-educational landscape, it is crucial to reimagine transformative pedagogies based on techno-teacher collaboration to revolutionize teaching effectiveness and efficiency. Although the cutting-edge generative AI tool, Chat GPT, is speculated to be a revolutionary CALL (computer-assisted language learning) tool for teaching reading, how the synergy derived from coupling this modern digital tool and reading instructors may be exploited to reimagine a new reading pedagogy is still unexplored. Therefore, the present study aims to offer a framework for an ad hoc activity map and to give an initial gesture of a new pedagogical prototype. A qualitative self-study was designed by aligning it with techno-trends. By following the self-exploration method, text-turned-image data were collected. By analyzing the data through the text analysis method, the study offers a <i>six-prototype-based compelling </i>ad hoc<i> framework</i> of reading pedagogy built across <i>trio-directionality</i>: (a) digitalization of pedagogy by generating digital materials, (b) modernizing teaching reading, and (c) automating assessing reading. The pedagogy entails the key focus on <i>tri-skills</i> of reading: scanning, skimming, and intensive reading. Moreover, it is prospective to <i>revolutionize the formative assessment</i> system of reading. The ad hoc pedagogy will contribute to the ongoing discourse of pedagogical futurity of reading skills in the evolving landscape of Gen AI-assisted language education. The conditions for the practical enactment of the pedagogy are discussed in this paper.</p>

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A utopic techno-teacher coupling: designing an ad hoc activity map towards transformative pedagogical prototypes for reading instruction

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  • 发表日期：

    2025年6月23日

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  • Adelina Asmawi,
  • Md. Saiful Alam

摘要

In the evolving techno-educational landscape, it is crucial to reimagine transformative pedagogies based on techno-teacher collaboration to revolutionize teaching effectiveness and efficiency. Although the cutting-edge generative AI tool, Chat GPT, is speculated to be a revolutionary CALL (computer-assisted language learning) tool for teaching reading, how the synergy derived from coupling this modern digital tool and reading instructors may be exploited to reimagine a new reading pedagogy is still unexplored. Therefore, the present study aims to offer a framework for an ad hoc activity map and to give an initial gesture of a new pedagogical prototype. A qualitative self-study was designed by aligning it with techno-trends. By following the self-exploration method, text-turned-image data were collected. By analyzing the data through the text analysis method, the study offers a six-prototype-based compelling ad hoc framework of reading pedagogy built across trio-directionality: (a) digitalization of pedagogy by generating digital materials, (b) modernizing teaching reading, and (c) automating assessing reading. The pedagogy entails the key focus on tri-skills of reading: scanning, skimming, and intensive reading. Moreover, it is prospective to revolutionize the formative assessment system of reading. The ad hoc pedagogy will contribute to the ongoing discourse of pedagogical futurity of reading skills in the evolving landscape of Gen AI-assisted language education. The conditions for the practical enactment of the pedagogy are discussed in this paper.