Design and Validation of a Mobile Learning-Based PAD Class Module to Support ICT Teaching Competency in Pre-Service EFL Teacher Education: A Fuzzy Delphi Study

Jing Shi; Khairul Azhar Jamaludin; Hanita Hanim Ismail

doi:10.3991/ijim.v20i18.59573

Authors

Jing Shi Universiti Kebangsaan Malaysia, Bangi, Malaysia; Gannan Normal University, Ganzhou, China https://orcid.org/0000-0002-1646-0648
Khairul Azhar Jamaludin Universiti Kebangsaan Malaysia, Bangi, Malaysia https://orcid.org/0000-0001-9709-6261
Hanita Hanim Ismail Universiti Kebangsaan Malaysia, Bangi, Malaysia https://orcid.org/0000-0003-3121-8822

DOI:

https://doi.org/10.3991/ijim.v20i18.59573

Keywords:

mobile learning, PAD Class model, ICT teaching competency, Pre-service teachers, Teacher education

Abstract

This study addressed a critical gap in teacher education concerning the development of information and communication technology (ICT) teaching competency among pre-service English as a foreign language (EFL) teachers. Although mobile learning is widely recognized as an effective instructional approach, its systematic integration into teacher education remains limited. To address this issue, this study developed a novel mobile learning-based PresentationAssimilation-Discussion (PAD) Class module (ML-PAD) designed to support ICT teaching competency among pre-service EFL teachers. The Fuzzy Delphi method (FDM) was employed to identify and validate the module’s key constructs and elements. Twelve experts in EFL pedagogy and educational technology participated in the validation process. Expert consensus was reached on five main constructs and thirty-three elements, including module objectives, module contents, instructional procedures, online platform and tool design, and assessment strategies. The findings indicate that experts considered the proposed ML-PAD module pedagogically appropriate and contextually relevant to the Chinese EFL teacher education context. The ML-PAD module may provide useful design references for similar teacher education settings, while further empirical validation in other educational contexts remains necessary.

Author Biographies

Jing Shi, Universiti Kebangsaan Malaysia, Bangi, Malaysia; Gannan Normal University, Ganzhou, China

Jing Shi is currently pursuing her PhD at Universiti Kebangsaan Malaysia (UKM). She is an Associate Professor in the Department of Foreign Languages at Science and Technology College Gannan Normal University, China. Her research interests include English pedagogy and the development of English as a Foreign Language (EFL) curricula.

Khairul Azhar Jamaludin, Universiti Kebangsaan Malaysia, Bangi, Malaysia

Khairul Azhar Jamaludin, PhD, is an Associate Professor at the Centre for Education Leadership and Policy, Faculty of Education, Universiti Kebangsaan Malaysia (UKM). His research interests include curriculum development, technical and vocational education, and Teaching English as a Second Language (TESL).

Hanita Hanim Ismail, Universiti Kebangsaan Malaysia, Bangi, Malaysia

Hanita Hanim Ismail, PhD, is a Senior Lecturer at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Her research focuses on identifying related issues, ranging from religious to gender aspects, particularly in the context of English language learning.

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