Unpacking English Language Teachers' Professional Learning Needs in the Age of AI : A Descriptive Qualitative Analysis of Perceptions, Expectations and Suggested Supports

Abstract

Professional learning, a significant factor in teacher education, has received increasing attention across contexts and fields. However, there is a wide gap in the literature of how Artificial Intelligence (AI) technologies have affected English language teachers' professional needs and their associated expectations and practices to fulfil such needs. In order to provide a fresh insight into the ecology of AI‐mediated professional needs, this study takes a descriptive qualitative approach to examine English as a foreign language (EFL) teachers' perceptions, expectations, and supporting practices. It used the METUX model as a post hoc interpretive lens to depict how AI satisfies teachers' professional learning needs/expectations. The data were gathered from an online focus group with 20 experienced EFL teachers. The results of inductive thematic analysis showed that EFL teachers held various perceptions and expectations for their professional learning in light of AI tools. Their perceived professional learning needs pertained to AI understanding, curriculum integration, ethical implications, pedagogical alignment, and assessment clarity. The teachers expected training courses going beyond basic ideas, technical AI resources, and continuous institutional support. Moreover, the participants suggested workshops, collaborative discussions, and local meetups to support and fulfil professional needs in the age of AI. The study highlights actionable and belief‐oriented professional learning practices for teachers and teacher educators.