| Summary: | Abstract. The study aims to present how technology integration can be fulfilled into Language Teacher
Education (LTE) contexts by tracking the development of Technological Pedagogical Content
Knowledge (TPACK) of the pre-service English Language teachers through Learning Technology By
Design approach. A total of 100 senior student teachers (STs) of English at a large state university in
Turkey participated in the study. The STs were required to train their peers about one digital tool and
prepare digital materials to be used in language classrooms. The data were collected through three
instruments quantitatively and qualitatively: the TPACK-EFL survey, peer reflective discussion forms
and focus-group interviews. The findings revealed that the TPACK-EFL knowledge of the STs has
improved significantly in all domains after the research intervention, and the STs reported considerably
positive perceptions about the digital tools such as increasing motivation and positive atmosphere, more
attractive and content-rich materials and more practical and found the experience of peer teaching very
effective. The study suggests implications for a variety of digital tools to be used in language classrooms
and an effective technology training in LTE contexts.
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