Hasan Zainnuri

Hasan Zainnuri


I am a first-year Ph.D. student at Language Education, School of Education, University of Leeds. I have been a teacher-educator in the pre-service teacher education program at the English Education Department, Faculty of Teacher Training and Education, Sebelas Maret University in Central Java, Indonesia for more than eight years. I obtained my undergraduate and master's degrees in English language teaching at Sebelas Maret University in 2011 and 2013 respectively. I am a passionate ESL lecturer with advanced experience in integrating technology-enhanced language learning for four areas of language learning: speaking, writing, reading, and listening. I have published papers in international journals (e.g., International Journal of Applied Linguistics, Journal of English Language Studies, and Journal of English Education and Development) as well as book chapters published by Routledge.

Research interests

My research topic, focusing on the impact of integrating Generative Artificial Intelligence into English language teaching activities on developing pre-service and in-service teachers’ TPACK knowledge, is a highly relevant and innovative addition to the existing body of literature on TPACK. Here's how it fits and contributes to the field:

  1. Technological Advancements and TPACK: The integration of generative AI into English language teaching represents a significant technological advancement. My research directly addresses the technological component of TPACK, exploring how the latest AI tools can be effectively integrated into teaching practices. This aligns with the need for continuous updates in TPACK research to include emerging technologies. 

  2. Filling a Specific Research Gap: Given the novelty of generative AI in educational contexts, my research will likely address a specific gap in the current literature. Most TPACK studies to date have focused on more established forms of technology, such as digital media, the internet, and basic educational software. Exploring generative AI adds a new dimension to this research area. 

  3. Practical Application of TPACK: By examining how pre-service and in-service teachers can develop their TPACK knowledge through the use of generative AI, my research contributes practical insights. It moves beyond theoretical discussions of TPACK to explore real-world applications and the practicalities of integrating advanced AI technologies in education. 

  4. Professional Development and Teacher Training: My research can offer valuable information on how teacher training and professional development programs can be designed or modified to include training on generative AI tools. This is particularly relevant given the rapid pace of technological change and the need for teachers to stay updated. 

  5. Interdisciplinary Approach: Integrating generative AI into teaching activities requires an interdisciplinary approach, combining educational technology, computer science, and pedagogy. My research can contribute to a more holistic understanding of how these fields intersect within the TPACK framework. 

  6. Enhancing Pedagogical Strategies: Exploring the impact of AI on TPACK development can provide insights into how pedagogical strategies evolve with new technologies. It can help in understanding how AI tools can enhance content delivery, student engagement, and learning outcomes. 

  7. Global Relevance and Adaptability: Given the global interest in AI and its potential applications in various sectors, including education, my research has broad relevance. It can offer insights applicable in diverse educational settings and contribute to the global discourse on technology integration in education. 

  8. Future-Oriented Research: My focus on generative AI positions my research at the forefront of educational technology studies. It can set a precedent for future research in this rapidly evolving field and inspire further investigations into the implications of AI in education. 

In summary, my research topic not only aligns well with the existing TPACK literature but also extends it in a novel and highly relevant direction, considering the rapid advancement of AI technologies and their potential impact on educational practices.


  • Master of Education in English Language Teaching
  • Bachelor of Education in English Language Teaching