Aug 2026· International Journal of Linguistics Literature & Translation· 0 citations
TL;DR
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.
Abstract
The rapid development of Artificial Intelligence (AI) has introduced significant opportunities and challenges for English language education, transforming traditional teaching practices and creating new possibilities for learner support and instructional innovation. Despite the increasing adoption of AI-assisted language learning tools, limited research has explored how Moroccan English as a Foreign Language (EFL) teachers perceive their pedagogical value and implications for classroom practice. This study investigates Moroccan EFL teachers’ perceptions of AI-assisted language learning, focusing on its perceived opportunities, challenges, and future implications for English language education. The study adopts a qualitative exploratory design involving ten Moroccan EFL teachers and teacher trainees selected through purposive sampling. Data were collected using an online semi-structured questionnaire comprising open-ended questions and were analyzed through Reflexive Thematic Analysis following Braun and Clarke’s (2006, 2019) framework. The findings reveal 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. However, participants also expressed concerns regarding overreliance on AI-generated content, academic integrity, misinformation, privacy, and ethical issues. Furthermore, the study highlights the growing importance of AI literacy, effective prompting, and critical evaluation skills as essential competencies for language teachers in AI-enhanced educational environments. By providing qualitative evidence from the Moroccan EFL context, this study contributes to the emerging literature on AI-assisted language learning and offers practical implications for teacher education, professional development, and educational policy. The findings underscore the need for responsible and pedagogically informed integration of AI technologies while reaffirming the indispensable role of teachers in fostering meaningful and human-centered language learning experiences.
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
Artificial intelligence (AI) has reshaped English language learning by providing innovative opportunities for individualized, interactive, and self-directed learning. Even though AI is becoming more widely used in language learning, few qualitative studies have examined how ESL learners perceive and practice AI, especially in the setting of Pakistani higher education. The purpose of this study is to explore ESL learners' perceptions and practices of AI in the English language classroom, using a qualitative research methodology. In this context, 12 ESL students who had experience with AI-powered tools were selected using purposive sampling for semi-structured interviews. An expert-validated interview technique was used to gather data through semi-structured interviews, and the six-phase thematic analysis proposed by Braun and Clarke was used for analysis. The results revealed that participants actively practiced AI technologies, such as ChatGPT, DeepSeek, Grammarly, and Duolingo, in their English language learning routines and had generally positive perceptions of AI. The practice of AI to enhance writing, reading, vocabulary, grammar, and general language ability was reported by the participants. The study also found that AI encouraged independent learning and aided in the growth of critical thinking, creativity, problem-solving, and other crucial 21st-century abilities. On the other hand, ESL learners pointed out some challenges, such as over-reliance, fake information and internet issues. Overall, the results confirm the Technology Acceptance Model by showing how learners' perceptions of AI's usefulness and ease of use affect its acceptance in English language learning.
Aamir Ali Magsi, Saira Niaz, Maria Khushk et al.· Journal of Arts and Linguist...· 0 citations
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
The rapid expansion of artificial intelligence (AI) in language education has created new expectations for educators while simultaneously introducing pedagogical, institutional, and professional challenges. However, existing research has predominantly focused on technological tool effectiveness and learner outcomes, leaving faculty members’ lived experiences and instructional adaptations comparatively underexplored. This study aims to explore faculty members’ experiences with AI in higher education language teaching and to examine the difficulties they encounter when integrating these technologies into instructional practices in pedagogically meaningful ways. The study employed a qualitative research design to examine participants’ experiences and the challenges they encountered. Participants were 12 faculty members working at Schools of Foreign Languages in three public universities in Türkiye. Data were collected through semi-structured interviews focusing on AI use, instructional practices, institutional conditions, and professional perceptions. The interviews were transcribed and analysed using thematic analysis to identify recurring patterns and shared experiences related to AI-supported teaching. The findings revealed a clear gap between technological familiarity and pedagogical integration. Although faculty members reported being able to use AI tools functionally for preparation, material development, and productivity-related tasks, they experienced difficulties in aligning these tools with learning outcomes, classroom interaction, and assessment practices. Institutional constraints, limited infrastructural support, workload pressures, ethical concerns, and varying levels of student readiness further shaped their engagement with AI-supported instruction. The results also indicated that AI integration influences teachers’ professional roles, creating tensions related to authority, control, and professional identity in technology-mediated learning environments. Overall, the study suggests that effective AI integration requires more than technical competence; it demands pedagogical guidance, institutional coordination, and the development of AI literacy among both educators and students. The findings have implications for teacher education, professional development, and institutional policy, emphasising the need for structured support, discipline-sensitive instructional models, and clear ethical frameworks. Future research should focus on developing pedagogically grounded AI practices and institutional strategies that enable sustainable and context-responsive integration of AI in language education.
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
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