Beyond Consumption: Cultivating Digital Tool-Making Confidence Among Pre-Service Secondary English Teachers in Korea

Abstract

As digital tools become increasingly embedded in English education, there is a growing need for teacher preparation programs to move beyond tool adoption and foster digital adaptability with creative instructional thinking. This study examines how English education majors perceive their experiences with coding-based application development and how such engagement contributes to their development as confident and pedagogically creative educators. Based on a semester-long, project-oriented course, the study draws on survey responses (N = 13) and reflection essays to explore how participants interacted with coding, multimodal design, collaboration, and lesson planning. Multimodality was emphasized through tools such as Streamlit and AI-based platforms including Gradio and Hugging Face, which supported the creation of interactive, learner-responsive applications. Survey results indicate growth in digital confidence, a generally appropriate level of challenge, and increased creativity in designing technology-enhanced instruction. Open-ended reflections reveal recurring themes, including initial apprehension, peer-supported exploration, and the imagined classroom use of learner-responsive applications. These findings suggest that even introductory-level experiences with code-based design can help future teachers reframe digital tools not merely as technical aids but as adaptable, multimodal resources for meaningful instruction. The study offers a practice-based model for embedding creative digital development within English teacher education.