Jul 2026· Digital Applied Linguistics· 0 citations· 85 references
TL;DR
The findings reveal that GenAI is increasingly being used to support core teaching tasks such as lesson planning, materials development, and assessment design, enhancing efficiency and expanding instructional possibilities while reshaping traditional notions of pedagogical work.
Abstract
The rise of Generative Artificial Intelligence (GenAI) has introduced new pedagogical opportunities and challenges in foreign language (FL) education. This study explored how GenAI platforms function as pedagogical co-support in FL teaching, their perceived benefits and challenges in classroom practice, and the competencies required for effective integration. Guided by a qualitative-dominant mixed-methods design, data were collected through a Google Forms questionnaire administered to 30 FL teachers across the Caribbean and North America. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis with MAXQDA software. The findings reveal that GenAI is increasingly being used to support core teaching tasks such as lesson planning, materials development, and assessment design, enhancing efficiency and expanding instructional possibilities while reshaping traditional notions of pedagogical work. However, this integration is characterized by an ongoing tension between productivity gains and concerns surrounding teacher agency, creativity, and pedagogical judgement, as well as technical, ethical, and infrastructural constraints. The study further found that AI literacy and technical competence, digital literacy and ICT integration, ethical awareness, pedagogical creativity, and lifelong learning are central competencies for effective GenAI integration. These competencies align with UNESCO's AI Competency Framework for Teachers (AI CFT), underscoring the multidimensional nature of AI readiness across technical, ethical, and pedagogical domains. Overall, the findings highlight the need for teacher education programs and institutional policies that prioritize AI literacy, ethical guidance, and infrastructural support to promote sustainable, human-centered GenAI adoption in FL classrooms.
This study investigates the perceptions, experiences, and instructional practices of both students and teachers regarding the integration of AI chatbots into English language teaching within a vocational high school context. Employing a qualitative case study approach, the research was conducted at Methodist 2 Vocational High School Palembang. Data were gathered through semi-structured interviews, questionnaires, and classroom observations involving 100 students and four English teachers. The data were subsequently analyzed using thematic analysis, with methodological triangulation employed to enhance the credibility and trustworthiness of the findings. The results indicate that AI chatbots serve as valuable pedagogical tools by promoting learner autonomy, increasing classroom engagement, and providing instant, individualized feedback, particularly in the development of reading and writing skills. Nevertheless, their implementation remains predominantly task-driven, with limited integration into broader pedagogical strategies. The study also identifies several challenges, including students’ excessive dependence on AI-generated responses, insufficient development of critical thinking skills, disparities in digital literacy, and concerns regarding academic integrity. The findings further emphasize the pivotal role of teachers in facilitating the ethical, purposeful, and pedagogically sound use of AI technologies. Overall, the study concludes that although AI chatbots present considerable potential for enhancing English language learning in vocational education, their effective adoption depends on systematic pedagogical integration, clear instructional guidance, and the promotion of responsible AI use.
Vhrisky Pratama, Tahrun Tahrun, Hanni Yukaman· Esteem Journal of English Ed...· 0 citations
This study investigates how pre-service teachers experience generative artificial intelligence tools in their learning processes and how they plan to integrate these technologies into their future teaching practices. The study employed a qualitative phenomenological design and was conducted with 28 pre-service teachers enrolled in the English language teaching program of a public university in Türkiye. Semi-structured online interviews were carried out, and the data were analyzed through content analysis. Coding was conducted independently by two coders, achieving a high level of inter-rater agreement. The findings reveal that pre-service teachers perceive generative artificial intelligence as a supportive learning partner in areas such as time management, idea development, linguistic accuracy, and self-regulation. However, they also highlighted risks such as over-reliance, diminished creativity, ethical concerns, and the generation of inaccurate information. The participants emphasized that while generative artificial intelligence may serve as a complementary tool in learning processes, classroom integration requires transparency, critical verification, and active teacher guidance as essential conditions. The originality of the study lies in its holistic exploration of pre-service teachers’ experiences with generative artificial intelligence across pedagogical, ethical, and professional identity dimensions. These findings provide qualitative evidence for the relatively underexplored perspectives of pre-service teachers, thereby offering a new lens for ongoing debates on the role of generative artificial intelligence in teacher education.
Mehmet Kokoç· Uludağ Üniversitesi Eğitim F...· 0 citations
This study explored the pedagogical practices of English teachers in achieving comprehensible input based on Krashen’s Comprehensible Input Hypothesis in selected public secondary schools in Tagum City. Using a qualitative phenomenological design, data were collected from fourteen (14) English teachers through in-depth interviews and focus group discussions. The interview guide used in the study was validated by both internal and external validators to ensure the clarity, relevance, and appropriateness of the research questions. Thematic analysis revealed that teachers encounter several challenges in delivering comprehensible input, including varying student proficiency levels, limited instructional resources, and diverse learner abilities. Despite these challenges, teachers employ various pedagogical strategies such as simplifying language, using authentic instructional materials, integrating visuals, and applying student-centered approaches to enhance learners’ understanding. In addition, collaboration among teachers, reflective teaching practices, and continuous professional development were identified as essential mechanisms in improving instructional delivery. The findings further showed that when comprehensible input is effectively delivered, it enhances learners’ engagement, confidence, and English language acquisition within a meaningful and supportive learning environment. The study concludes that pedagogical practices grounded in comprehensible input significantly contribute to improving students’ English proficiency. Moreover, the findings imply that strengthening teacher training programs and providing adequate instructional support and resources may further enhance the effective delivery of comprehensible input in English language classrooms and improve overall learning outcomes.
Karen Mae A. Fuerzas, Jose Elmer S. Oficiar· World Journal of Advanced Re...· 0 citations
This study contributes to the professional development of English language teacher candidates by enabling them to experience micro-teaching lesson study cycles implemented within a metaverse environment. The collaborative teacher development model, which has been practiced in schools for some time, was integrated with micro-teaching practices and structurally adapted to suit the dynamics of a virtual metaverse setting. Employing a case study design as part of qualitative research methodology, the study involved five English language teacher education students enrolled at a public university in Türkiye. Data were collected through semi-structured interviews, observation notes, and group discussions, and were analysed qualitatively; the emerging themes and codes were interpreted by the researcher. The findings indicate that the pre-service teachers gained teaching experience within the metaverse environment and enhanced their awareness of online instruction by discovering creative ways of delivering lessons unique to the virtual space. In addition, participants articulated the strengths and weaknesses of transferring distance education into the metaverse and demonstrated a critical perspective toward its improvement. Furthermore, the results of the study offer a more comprehensive model for distance education as an alternative to current AI-driven approaches, pointing to a more feasible option in response to existing critiques of online education in the literature.
Tolga Citak, Gülden İlin· IBAD Sosyal Bilimler Dergisi· 0 citations
Gamified classroom response systems (CRSs) have been studied for student engagement and assessment; however, little attention has been paid to how teachers of Culturally Located Arabic Language and Islamic Studies design, negotiate, and legitimize gamified interaction in discipline- and culture-specific classrooms. This interpretive qualitative study examined the implementation of gamification by 15 Grade 9 teachers of Arabic Language and Islamic Studies in Abu Dhabi public schools through the adoption of a ClassPoint-based process comprising professional development workshops over a 4-month implementation period. Informed by the theory of reflexive thematic analysis, semi-structured interviews conducted with teachers were analyzed. The findings revealed that teachers enacted ClassPoint-supported gamification as a form of pedagogical infrastructure by designing participation routines, embedding formative feedback cycles, and aligning gamified activities with curriculum goals and cultural values. Teachers also reported broader participation opportunities, iterative professional learning, and implementation challenges related to infrastructure, time, and institutional support in the context of pedagogical infrastructure and teacher design agency theories, this paper offers an innovative conceptualization of CRSs as tools for engaging students and as designed interactions between teachers and students. This study provides insights into the dynamic interactions among facilitating conditions, teacher design agency, and classroom enactment in the design, implementation, and sustainment of gamified lessons in culturally oriented contexts.
Yahia Alramamneh, Nagla Ali, N. Kasasbeh et al.· Frontiers in Education· 0 citations
This study investigates the integration of Kahoot!, an online gamified platform, in an English for specific purposes (ESP) course at a Vietnamese state-run university. The study examines Kahoot!-use frequency and students perception of its effectiveness in supporting classroom and autonomous learning. Using an explanatory mixed-methods design, the study draws on survey data from 87 technical students and focus groups with 10 volunteers. Findings indicate that while Kahoot! was frequently used in class, its use outside classrooms was limited by insufficient teacher support. Although gamified tasks were perceived as engaging and useful, misalignments between instructional practices and learners’ expectations, including over-emphasis on vocabulary and grammar, inappropriate pacing, insufficient feedback, and overly challenging tasks, reduced its effectiveness and motivational impact. The study highlights the need to align gamified pedagogy with ESP learners’ needs, use platform analytics for pedagogical adaptation, and use Kahoot! beyond classrooms to enhance learners’ engagement and autonomy.
Thi Duyen Phuong, T. Phuong· International Journal of Eva...· 0 citations