Aug 2026· Studies in Second Language Learning and Teaching· 2 citations· 44 references
TL;DR
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.
Abstract
The increasing integration of artificial intelligence (AI) into second and foreign language (L2) classrooms has reshaped instructional practices and decision-making processes, yet its implications for teacher autonomy remain underexplored. To address this gap, this phenomenological inquiry examined how English language teachers perceive the influence of AI on their autonomy. The study collected data through in-depth semi-structured interviews and narrative frames from a purposive sample of 43 English teachers.Hybrid thematic analysis was conducted using MAXQDA software to analyze participants’ lived experiences of autonomy in AI-enhanced classrooms as reflected in their narratives, interpretations, and reflections. Findings 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. In managing student learning, many teachers reported increased autonomy as AI tools allowed for more tailored and responsive instructional strategies. Regarding professional learning, AI-supported opportunities for self-directed learning and reflection further reinforced teachers’ autonomy. Nonetheless, some teachers experienced reduced autonomy when institutional requirements or the prescriptive design of AI tools limited their pedagogical freedom. Our study contributes to a deeper understanding of how AI technologies can both empower and constrain teacher autonomy and highlights the importance of mindful integration strategies that prioritize teachers’ autonomy.
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.
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
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.
The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
D. Zulaiha, Yunika Triana· Journal of Educational Manag...· 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 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.
Abida Ayesha· Education sciences· 0 citations
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