Teachers’ Readiness To Integrate Artificial Intelligence Into English Language Teaching In Higher Education
TL;DR
It is argued that readiness is a multidimensional state that combines AI-related knowledge, positive yet critical attitudes, ethical awareness and supportive institutional conditions and must be cultivated deliberately through sustained, discipline-specific training rather than assumed to follow from access to technology.
Abstract
The rapid spread of generative artificial intelligence (AI) tools such as ChatGPT has created new professional demands for university English language teachers. This article examines teacher readiness for integrating AI into English language teaching (ELT) in higher education by synthesising models of technology acceptance and teacher knowledge with recent empirical research. It argues that readiness is a multidimensional state that combines AI-related knowledge, positive yet critical attitudes, ethical awareness and supportive institutional conditions. The analysis identifies persistent external and internal barriers, including insufficient training, concerns about academic integrity and uncertainty about pedagogical value, and outlines strategies for professional development and institutional policy. The article concludes that readiness must be cultivated deliberately through sustained, discipline-specific training rather than assumed to follow from access to technology.