Purpose

The lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA).

Design/methodology/approach

Three college EFL teachers and their students (66 in total) participated in three cycles of MAFTA instruction. Triangulated analysis was conducted by considering all relevant data sources, including the teachers' discussions and reflections, the argumentative essays produced by the students before and after the MAFTA instruction, as well as the data gathered through questionnaires and interviews.

Findings

The three teachers demonstrated varying degrees of growth in TPACK, as evidenced by their increased knowledge of the technology tools and skills in utilizing the tools to realize their pedagogical beliefs on teaching EFL writing. Substantial improvements were detected in students' essays. The students generally have affirmative perceptions on the MAFTA model and the questionnaire and interviews specified the benefits they gained from each stage of the model.

Originality/value

Firstly, the lesson study is grounded in an innovative approach to teaching EFL writing that incorporates multiple technological affordances. Secondly, it closely scrutinizes the dynamics of both teachers' and students' growths during the innovative practice. The findings could offer insights into teachers' TPACK development and effective integration of technological advancements in EFL education at the tertiary level.

中文翻译：

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基于MOOC、AI驱动的英语写作翻转教学与考核模式的课堂研究：教师与学生的成长

目的

该课程研究旨在考察大学英语教师在基于 MOOC 和人工智能的翻转教学和英语写作评估 (MAFTA) 背景下在技术教学内容知识 (TPACK) 方面的增长以及学生学习成果的提高。

设计/方法论/途径

三名大学英语教师及其学生（共 66 名）参加了三轮 MAFTA 教学。三角分析是通过考虑所有相关数据源进行的，包括教师的讨论和反思、学生在MAFTA教学前后发表的议论文，以及通过问卷调查和访谈收集的数据。

发现

三位教师在 TPACK 方面都取得了不同程度的进步，这可以从他们对技术工具的了解以及利用这些工具实现他们的 EFL 写作教学信念的技能的增长得到证明。在学生的论文中发现了实质性的进步。学生们普遍对MAFTA模式持肯定态度，问卷和访谈详细说明了他们从该模式各个阶段获得的好处。

原创性/价值

首先，课程研究以创新的英语写作教学方法为基础，融合了多种技术可供性。二是密切关注教师和学生在创新实践中的成长动态。研究结果可以为教师的 TPACK 发展以及高等教育 EFL 教育中技术进步的有效整合提供见解。