Jul 2026· Open Research Europe· 0 citations· 41 references
TL;DR
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.
Abstract
The rapid integration of artificial intelligence (AI) tools into English language education has created new demands on teachers, who must navigate both the potential and limitations of these technologies. 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. Drawing on the Technology Acceptance Model and an AI-TPACK perspective, a questionnaire was distributed to 28 EFL teachers working across multiple educational levels and international contexts. Likert scale items measured perceived usefulness, ease of use, confidence, and concerns, while open-ended questions elicited detailed accounts of benefits, risks, and training expectations. The findings show that teachers overwhelmingly use ChatGPT (89.3 percent) and value AI primarily for lesson planning efficiency and learning personalization, with about two-thirds agreeing that AI makes planning more efficient and supports tailored activities. At the same time, substantial proportions report concerns about ethical issues, student overreliance on AI, and the accuracy of AI-generated content, each cited by roughly two-thirds of respondents. Almost half of the teachers indicate they have not received sufficient training, revealing a readiness gap between their willingness to use AI and their preparedness to do so responsibly. The qualitative analysis highlights a dual identity in teacher discourse, where AI is framed both as a powerful productivity assistant and as a potential threat to pedagogical autonomy and student creativity. The study extends technology acceptance theorizing by situating TAM constructs within an AI-TPACK lens and by relating teacher perceptions to recent evidence on Kosovan students’ trust–usability paradox in AI-supported language learning (Author, Year). It offers practical implications for AI-focused professional development, institutional policy, and the design of teacher-centered AI integration frameworks.
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.
Jaouhara Elmzandi· International Journal of Lin...· 0 citations
The world of English Language Teaching (ELT) is being transformed by Artificial Intelligence (AI) through the creation of language materials, automated feedback, and skills enhancement; however, the use of AI by senior educators has been under-researched. This qualitative descriptive case study, based on the Technology Acceptance Model (TAM), investigates senior English teachers’ perceptions of AI integration, especially with applications like ChatGPT and Grammarly, in secondary school English Language Teaching (ELT) practices. Four experienced English teachers were given open-ended questionnaires online, and the data were analyzed through theme analysis. The findings show five major themes: positive perceptions of AI as an adjunct tool; concerns over cheating, student reliance, and data security; average institutional readiness for AI-infused English Language Teaching (ELT), between 30% and 60% due to lack of digital literacy and infrastructure; needs for transparent, ELT-specific usage guidelines; and aspirations for the ethical and creative deployment of AI in educational contexts. The study concludes that focused professional development and policy support are key to addressing digital literacy disparities and fostering ethical AI adoption among senior teachers.
The rapid expansion of generative artificial intelligence (Gen AI) tools, such as ChatGPT, has significantly influenced practices in language teacher education, creating new opportunities for innovation and instructional support. This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts. 14 participants engaged in AI-supported activities, and data were collected through reflective journals, semi-structured focus group interviews, and analysis of instructional materials they developed. Thematic analysis revealed several affordances of Gen AI, including enhanced creativity, increased efficiency, adaptability, and support for professional development. However, participants also reported challenges, such as concerns about reliability, risks of over-reliance, cultural limitations, and ethical considerations. The findings emphasize the importance of maintaining a balance between AI use and pedagogical judgment, highlighting the need for teacher guidance and critical engagement. Overall, the study 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 has rapidly become part of foreign language education, especially through chatbots, automated feedback systems, adaptive platforms, and content-generation tools. This article examines how AI is reshaping foreign language teaching by focusing on three dimensions: pedagogical opportunities, educational risks, and classroom strategies for responsible integration. Using an integrative review of recent international literature and policy documents, the article synthesizes current findings on AI-supported language learning. The analysis shows that AI can expand opportunities for individualized practice, immediate feedback, speaking rehearsal, writing support, and teacher productivity. At the same time, significant risks remain, including overreliance on machine-generated content, reduced critical thinking, academic integrity concerns, bias, privacy risks, and unequal access. The article argues that AI should function neither as a replacement for the teacher nor as an unrestricted shortcut for learners. Instead, it should be used as a guided pedagogical assistant within clearly structured tasks, ethical rules, and authentic assessment systems. Practical classroom strategies are proposed, including prompt literacy instruction, process-based writing, supervised speaking tasks, reflective AI-use logs, and assessment redesign. The article concludes that the future of foreign language teaching in the age of AI depends on teacher agency, AI literacy, and a human-centered pedagogy that keeps communication, intercultural competence, and learner development at the center.
