<![CDATA[The integration of Artificial Intelligence (AI) has transformed English language teaching by reshaping teachers' Technological Pedagogical Content Knowledge (TPACK), particularly in argumentative writing instruction. However, limited research has explored how teachers with different levels of English proficiency experience this transformation. This study aimed to investigate the AI-based TPACK transformation of English as a Foreign Language (EFL) teachers with advanced and below-advanced English proficiency in teaching argumentative writing. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with four purposively selected EFL teachers and analysed using thematic analysis. The findings revealed five interconnected themes: transformation of technological knowledge, pedagogical knowledge, content knowledge, challenges and adaptive strategies, and professional identity transformation. Teachers with advanced English proficiency demonstrated greater confidence in utilizing AI for instructional innovation, whereas those with below-advanced proficiency experienced a more gradual transformation through continuous experimentation and reflective practice. Nevertheless, both groups showed progressive AI-supported TPACK development, suggesting that English proficiency influenced the pace and depth of transformation rather than teachers’ ability to integrate AI effectively. The study contributes to AI-TPACK theory by providing a narrative account of teachers lived experiences and demonstrating how technological, pedagogical, and content knowledge are dynamically reconstructed through AI-supported instruction. It also highlights the importance of AI literacy, pedagogical innovation, and reflective professional development for sustainable AI integration in EFL writing instruction.]]>
