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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Journal on English as a Foreign Language (JEFL) POLYGLOT JURNAL SCHEMATA : Pascasarjana UIN Mataram ELITE Journal: Journal of English Linguistics, Literature, and Education J-REaLL Education and Linguistics Knowledge Journal (Edulink) ENGLISH FRANCA : Academic Journal of English Language and Education Studies in English Language and Education
Afif Ikhwanul Muslimin, Afif Ikhwanul
UIN Maulana Malik Ibrahim Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : J-REaLL

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Reimagining teacher professional development in the age of AI: Indonesian EFL teachers’ beliefs and pedagogical adaptations in writing classrooms Halimah, Nur; Muslimin, Afif Ikhwanul; Prabjandee, Denchai
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24655

Abstract

Although artificial intelligence has gained growing attention in language education, previous research has largely emphasized technical effectiveness and student outcomes, while teachers’ professional experiences remain insufficiently examined. This study explores how Indonesian EFL lecturers perceive the use of artificial intelligence in academic writing instruction, how they adjust their pedagogical practices, and how these experiences shape their professional development and professional identity, particularly in writing assessment. Employing a phenomenological approach, data were collected through semi-structured interviews, classroom observations, and teaching documents involving twelve lecturers from East Java and Central Indonesian regions. The findings reveal interconnected experiences influenced by institutional readiness, access to digital infrastructure, and lecturers’ pedagogical beliefs. Participants reported a shift in professional identity from primary evaluators of student writing toward facilitators who guide learners in critically engaging with artificial intelligence-generated feedback. In the absence of systematic institutional training, lecturers relied heavily on informal peer communities as spaces for learning, reflection, and sharing instructional strategies. The study suggests that professional development for artificial intelligence-supported writing instruction should move beyond technical orientation and provide sustained, context-sensitive support that integrates ethical awareness, reflective practice, and collaborative learning. While the qualitative design and limited number of participants require cautious interpretation, the findings contribute to broader discussions on teacher professional development in technologically evolving educational contexts.
Co-Authors Fitrana Harintama, Fitrana Hartono, Rodi Hidayat, Didin Nuruddin Ivone, Fransisca Maria Khan, Aslam Mahlil, Mahlil Mason, Jon Nur Halimah Nur Mukminatien Prabjandee, Denchai Syahrul R, Syahrul