Exploring Teachers' Motivation for Sustainable Adoption of Artificial Intelligence in L2 Education: A Descriptive Qualitative Inquiry
TL;DR
There is a need for providing professional development programmes for EFL teachers to raise their AI literacy and notify them of how their intentions mediate their AI‐driven practices.
Abstract
A growing body of research has indicated that using Artificial Intelligence (AI) technologies offers different contributions to second/foreign language (L2) education. However, the intentions and motivations behind such adoption have received insufficient attention in the English as a foreign language (EFL) context. To fill the gap, this descriptive qualitative study employed an online focus group interview with 11 Chinese EFL teachers. The results of thematic analysis demonstrated five major themes regarding motivations and intentions for sustainable AI adoption. The teachers argued that they had sustainably used AI for ‘enhancing learners’ classroom engagement, ‘making learning personalised and adaptive for learners, delivering immediate and instant feedback to learners, ‘adding innovation and diversity to instruction’, and ‘staying updated and current with technology’. The findings highlight a need for providing professional development programmes for EFL teachers to raise their AI literacy and notify them of how their intentions mediate their AI‐driven practices.