P phenomenological inquiry examined how English language teachers perceive the influence of AI on their autonomy and indicated that AI enhanced English teachers’ autonomy over professional teaching by providing access to a wider range of teaching resources and enabling more flexible, personalized approaches.
P phenomenological inquiry examined how English language teachers perceive the influence of AI on their autonomy and indicated that AI enhanced English teachers’ autonomy over professional teaching by providing access to a wider range of teaching resources and enabling more flexible, personalized approaches.
Ali Derakhshan, Terry Lamb· Studies in Second Language L...· 2 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
This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts, and underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.
Ramazan Yetkin, Zekiye Özer-Altınkaya· Kuramsal Eğitimbilim· 0 citations
This mixed-methods study examines English as a Foreign Language (EFL) teachers’ perceptions of AI tools, focusing on usage practices, perceived opportunities, challenges, and professional development needs, and highlights a dual identity in teacher discourse.
Memidin Braha, Rezarta Ramadani· Open Research Europe· 0 citations
The widespread introduction of generative artificial intelligence (AI) technologies has triggered an intense debate on its potential influence on language teaching. The sophisticated features of generative AI technologies and their rapid adoption present challenges and opportunities for language teachers. This research explores the use and practices of AI among secondary school English-as-a-foreign-language (EFL) teachers. It investigates their attitudes toward the utilization of AI in teaching, how they adapt traditional methods to integrate AI tools, and the perceived benefits and challenges of AI integration. The study employs an exploratory qualitative approach relying on pre- and post-questionnaires and semi-structured interviews with 11 Saudi female EFL teachers in secondary public schools. The teachers received online pedagogical training highlighting the benefits of AI in teaching English and possible practices, such as lesson planning, activities design, and assessments. The findings indicate that the teachers had positive attitudes toward using AI for lesson planning, designing classroom activities, and making and correcting assessments. However, the teachers pointed out the challenges of using such technologies, including student and teacher training, over-reliance, connection malfunction, and ethical use of personal information. The findings offer insight into the current state of AI integration in EFL education, reveal gaps in knowledge and resources, and point to recommendations for the effective implementation of AI in language teaching.
Sita Aldossari, Asma A. Alsahil· The JALT CALL Journal· 0 citations
The study aims to demonstrate that integrating AI-supported learning activities with communicative teaching strategies improves total communication and offers practical recommendations for curriculum developers, teacher educators, and higher education institutions.
N. Palani· International Journal of Cre...· 0 citations
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