The increasing integration of artificial intelligence (AI) into educational contexts has significantly transformed discussions surrounding teaching practices and teacher professional development. While existing research frequently focuses on technological implementation and institutional innovation, teachers’ lived experiences of engaging with AI remain underexplored, particularly within language education. This qualitative case study investigates one language teacher’s journey toward AI awareness and integration within professional development practices. Using purposeful sampling, the study focuses on a teacher who actively engages with AI-informed professional learning. Data were collected through semi-structured interviews and a reflective narrative, allowing for an in-depth exploration of the participant’s perceptions, experiences, and meaning-making processes related to AI. Thematic analysis revealed that the participant’s engagement with AI evolved from initial curiosity about technological functionality to a more reflective and pedagogically informed understanding of AI as a supportive professional resource. The findings further indicate that the participant viewed AI as a tool for enhancing creativity, lesson preparation, and pedagogical flexibility while simultaneously maintaining critical awareness regarding authenticity, ethical responsibility, and teacher autonomy. The study highlights the importance of positioning AI within reflective and human-centered approaches to teacher professional development rather than viewing it solely as a technical innovation. By foregrounding a teacher’s voice, this research contributes to current discussions on AI, teacher agency, and ethical professional learning in contemporary educational contexts.
Jaouhara Elmzandi, Soukaina Laayadi, Kamal Barbara et al.· British Journal of Teacher E...· 0 citations
Qualitative evidence from the Moroccan EFL context reveals that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers.
Jaouhara ELmzandi· International Journal of Lin...· 0 citations
Language textbooks do more than facilitate linguistic development; they also mediate learners’ encounters with the cultural communities represented through the target language. This role becomes particularly significant in advanced foreign-language education, where learners are expected to engage critically with complex social, political, and cultural representations. This qualitative study examines how advanced learners of Arabic perceived and negotiated cultural representations in Al-Kitaab fii Ta'allum al-'Arabiyya, Part Three, with particular attention to whether the textbook challenged or reinforced pre-existing stereotypes about Arab cultures. The study draws on focus-group data collected from eight advanced American learners of Arabic specializing in diplomacy and politics at a language center in Rabat, Morocco. Participants had extensive experience using the textbook during their advanced Arabic studies. The focus-group discussion was audio-recorded, transcribed, anonymized, and subjected to iterative qualitative content analysis. Findings indicate a complex relationship between textbook representation and learner perception. Participants acknowledged the textbook’s contribution to introducing cultural, historical, and political issues related to the Arab world, yet they also perceived some representations as insufficiently diverse or critically contextualized. Rather than consistently disrupting pre-existing assumptions, certain representations were perceived as potentially confirming simplified understandings of Arab societies. Learners particularly emphasized the need for greater regional diversity, authentic voices, contemporary perspectives, sustained self-reflection, and opportunities for direct intercultural engagement. The findings suggest that cultural representation in advanced language textbooks should move beyond exposure to cultural information toward pedagogical practices that actively encourage learners to interrogate, reassess, and complicate their prior assumptions. The study contributes to discussions of textbook evaluation, intercultural learning, and cultural representation in Arabic-as-a-foreign-language education.
Jaouhara Elmzandi· International Journal of Lan...· 0 citations
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