Navigating Dual AI Classrooms: TESOL Teachers’ Strategies to Reconcile Artificial Intelligence with Academic Integrity
TL;DR
This study explores Saudi TESOL teachers’ strategies for balancing AI use with academic integrity and critical thinking in Saudi higher education and contributes empirical, practitioner-generated evidence of how TESOL teachers in the Saudi context navigate AI in EAP classrooms.
Abstract
The rapid emergence of generative artificial intelligence (AI) tools has significantly transformed academic writing practices in higher education. While AI technologies offer potential support for language learners, they also raise concerns regarding academic integrity and the erosion of students’ critical thinking, particularly in English for Academic Purposes (EAP) classrooms where writing development and independent reasoning are core learning outcomes. This study explores Saudi TESOL teachers’ strategies for balancing AI use with academic integrity and critical thinking in Saudi higher education. Using a qualitative research design, semi-structured interviews were conducted with 12 EAP instructors at four Saudi universities. Data were analysed thematically to identify and interpret patterns of AI use and academic integrity challenges across participants’ responses. A tripartite framework integrating sociotechnical systems theory, academic integrity scholarship, and critical thinking pedagogy provides a theoretical lens for understanding teacher-mediated AI integration in TESOL contexts. Thematic findings revealed that teachers hold an optimistic yet cautious view of AI highlighting the critical role of guidance and reflection in AI-mediated environments. They employ an emergent, four-dimensional Connect–Guide–Reflect–Assess (CGRA) pedagogical framework to manage the tension between AI and integrity in language classrooms. They demand a shared responsibility between teachers and institutions through clear and consistent AI policies for curriculum, assessment and faculty professional development. This study contributes empirical, practitioner-generated evidence of how TESOL teachers in the Saudi context navigate AI in EAP classrooms. Grounded in participants’ accounts, the proposed CGRA framework offers language educators, curriculum designers, and institutional policymakers a replicable approach for navigating the AI era.