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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian Journal of Pedagogy and Teacher Education Journal of English Language Teaching and Applied Linguistics
Hossein Isaee
Islamic Azad University
Education Languange, Linguistic, Communication & Media Other

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Iranian EFL Instructors’ Perspectives on Integrating Artificial Intelligence Applications into English Language Teaching and Learning Hossein Isaee
Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 1 (2026): Journal of English Language Teaching and Applied Linguistics
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jaiela.v2i1.58

Abstract

Background: AI tools are increasingly recognized for their potential to enhance language acquisition, personalize instruction, and improve classroom efficiency.Aims: This study investigates the perceptions of English as a Foreign Language (EFL) instructors in Iran regarding the integration of artificial intelligence (AI) applications into teaching and learning.Methods: A quantitative research design was employed, collecting data via a structured survey from 50 EFL instructors across public and private universities in Iran.Result: Findings indicate that most instructors viewed AI applications positively, particularly for their ability to deliver tailored feedback, foster engagement, and adapt learning to students’ individual needs. AI-assisted tools, such as Duolingo and ELSA Speak, were noted as effective for improving pronunciation, grammar, and vocabulary. However, challenges such as limited technological infrastructure, potential cultural mismatches in content, and high implementation costs were also highlighted. Statistical analysis revealed significant differences in perceptions of AI benefits based on teaching experience, but no significant differences in perceived challenges.Conclusion: The study concludes by recommending increased teacher training, investment in localized AI resources, and strategies to ensure cultural relevance in AI-driven language learning.
Iranian EFL Instructors’ Perspectives on Integrating Artificial Intelligence Applications into English Language Teaching and Learning Hossein Isaee
Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 1 (2026): Journal of English Language Teaching and Applied Linguistics
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jaiela.v2i1.58

Abstract

Background: AI tools are increasingly recognized for their potential to enhance language acquisition, personalize instruction, and improve classroom efficiency.Aims: This study investigates the perceptions of English as a Foreign Language (EFL) instructors in Iran regarding the integration of artificial intelligence (AI) applications into teaching and learning.Methods: A quantitative research design was employed, collecting data via a structured survey from 50 EFL instructors across public and private universities in Iran.Result: Findings indicate that most instructors viewed AI applications positively, particularly for their ability to deliver tailored feedback, foster engagement, and adapt learning to students’ individual needs. AI-assisted tools, such as Duolingo and ELSA Speak, were noted as effective for improving pronunciation, grammar, and vocabulary. However, challenges such as limited technological infrastructure, potential cultural mismatches in content, and high implementation costs were also highlighted. Statistical analysis revealed significant differences in perceptions of AI benefits based on teaching experience, but no significant differences in perceived challenges.Conclusion: The study concludes by recommending increased teacher training, investment in localized AI resources, and strategies to ensure cultural relevance in AI-driven language learning.
The Role of Spiritual Intelligence in EFL Teachers’ Pedagogical Success: An Explanatory Sequential Mixed-Methods Study in a Technology-Rich Context Hossein Isaee
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i2.730

Abstract

Background: Growing digitalization in education has renewed interest in human-centered capacities that support effective teaching in increasingly technology-rich learning environments. Among these, spiritual intelligence (SI) has attracted attention as a multidimensional construct associated with meaning-making, self-awareness, ethical sensitivity, and emotional regulation. However, limited empirical evidence exists regarding its relationship with pedagogical success among English as a Foreign Language (EFL) teachers. Aims: This study aimed to investigate the relationship between EFL teachers’ spiritual intelligence and pedagogical success, examine the predictive contribution of SI dimensions, and explore how spiritual intelligence is reflected in teachers’ professional practice. Methods: A mixed-methods design was employed. Quantitative data were collected from 120 EFL teachers using validated measures of SI and pedagogical success and analyzed through descriptive statistics, correlation, and multiple regression analyses. Qualitative data were obtained through interviews, classroom observations, and syllabus analysis. Results: The findings revealed a strong positive relationship between overall SI and pedagogical success. Transcendent self-realization emerged as the strongest predictor, followed by patience and spiritual experience. Qualitative findings indicated that teachers with higher levels of SI demonstrated stronger interpersonal relationships, greater emotional resilience, enhanced self-awareness, a stronger sense of purpose, and higher levels of professional commitment. Conclusion: SI appears to be meaningfully associated with effective teaching and may represent an important personal resource for EFL educators. The study contributes to discussions of teacher effectiveness and holistic professional development while highlighting the continuing importance of human-centered capacities in contemporary educational environments.
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