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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.
Reclaiming Meaning in the Age of Intelligent Machines: Spiritual Intelligence and Human-Centered AI in English Language Teaching Hossein Isaee; Hamehnaz Gholipour; Hamed Barjesteh; Shaghayegh Shirzad
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.v4i2.745

Abstract

Background: The rapid expansion of artificial intelligence (AI) in English language teaching (ELT) has increased opportunities for personalized learning, automated feedback, and instructional efficiency. However, growing reliance on AI raises concerns regarding meaning-making, ethical-responsibility, human-agency, and the preservation of educational purpose. Although research on AI-mediated ELT and spiritual intelligence (SI) has expanded, the relationship between these domains remains underexplored. Aims: This conceptual paper aims to 1) examine major theories of SI and their educational relevance, 2) analyze the ethical and human limitations of AI in ELT, and 3) propose a human-centered framework for spiritually intelligent AI-mediated language teaching. Methods: The study adopts a conceptual–integrative methodology drawing on interdisciplinary scholarship from SI, AI ethics, psychology, educational technology, and language education. Relevant literature was analyzed through concept extraction, thematic synthesis, and cross-disciplinary comparison to identify convergent themes and theoretical tensions. Results: The synthesis suggests that SI provides a valuable lens for understanding meaning-making, ethical sensitivity, self-awareness, reflective judgment, and learner agency in AI-supported learning environments. It indicates that while AI can simulate communication, it operates without subjective consciousness, lived experience, or autonomous moral accountability. The paper proposes a conceptual framework in which SI mediates the integration of AI into ELT through reflective pedagogy, ethical communication, teacher agency, and learner sense-making. Conclusion: The proposed framework highlights the importance of preserving human-centered values in AI-mediated language education. By connecting SI with AI-supported ELT, the study contributes a novel conceptual perspective for promoting responsible, ethical, and meaning-oriented uses of AI in educational contexts.
Artificial Intelligence in Project-Based Learning: A Systematic Review of Its Role in English Language Acquisition and Pedagogical Innovation Mehdi Manoocherzadeh; Hossein Isaee; Hamed Barjesteh
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.502

Abstract

Background of Study: The integration of artificial intelligence (AI) into project-based learning (PBL) is increasingly explored as a means to enhance English language acquisition. Emerging AI technologies such as natural language processing, machine learning, and generative AI show potential to support language learning in dynamic, learner-centered environments. Aims and Scope of Paper: This review investigates how AI has been applied in PBL contexts to support English language learning, highlighting both benefits and challenges. Methods: Following the PRISMA framework, a systematic review was conducted of 12 studies published between 2020 and 2024 across six major databases. Results: Seven key elements of AI-enhanced PBL were identified: (1) real-time feedback and automated assessment, (2) adaptive learning pathways, (3) contextualized language use, (4) continuous AI language support, (5) structured project guidance, (6) collaborative learning, and (7) intelligent content customization. These elements were found to improve learner motivation, engagement, and language proficiency while promoting transferable academic and professional skills. However, challenges include overdependence on AI, reduced teacher-student interaction, insufficient training in AI tools, and biases in AI-generated content. The review’s scope is limited by the small number of studies and methodological diversity. Conclusion: AI-enhanced PBL offers promising opportunities for advancing English language education by fostering motivation, proficiency, and transferable skills. To ensure sustainable implementation, future efforts must address challenges related to pedagogy, teacher training, and ethical AI use. This review provides practical insights for educators and policymakers seeking to balance technological innovation with human-centered teaching.
Loving Pedagogy and Second Language Learning: The Role of Teacherly Care, Motivation, and Anxiety in EFL Classrooms Hossein Isaee; Hamed Barjesteh; Mehdi Manoochehrzadeh
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.538

Abstract

Background: Loving Pedagogy has gained increasing attention in English as a Foreign Language (EFL) education as a relational and affective orientation emphasizing teacher care, empathy, and emotional responsiveness. Grounded in Positive Psychology, this perspective highlights how emotionally supportive teaching environments are associated with learners’ motivation, self-beliefs, and language development. Aims: This study examined the relationships between perceived Loving Pedagogy and EFL learners’ language learning outcomes, focusing on the mediating roles of intrinsic motivation and self-efficacy, and the moderating role of foreign language anxiety. Methods: A quantitative, correlational design was employed with 210 Iranian undergraduate EFL learners. Participants completed validated measures of Loving Pedagogy, intrinsic motivation, self-efficacy, and foreign language anxiety. Language learning outcomes were operationalized using proficiency gain scores derived from pre-/post-administration of a standardized placement test. Data were analyzed using correlational analysis, hierarchical regression, and bootstrapped mediation and moderation procedures. Results: Perceived Loving Pedagogy was positively associated with learners’ motivation, self-efficacy, and language gain scores, and negatively with foreign language anxiety. Mediation analyses indicated that intrinsic motivation and self-efficacy partially mediated the relationship between Loving Pedagogy and language learning outcomes. Moderation analysis showed that higher levels of anxiety weakened these positive associations. Conclusion: Findings suggest that Loving Pedagogy is meaningfully associated with EFL learners’ motivational and affective experiences, resulting in language development. The study extends relational and positive psychology perspectives in SLA by empirically modeling how teacher care is linked to learning outcomes through affective–motivational pathways, while highlighting the importance of learner anxiety in emotionally responsive classrooms.
From Skill Acquisition to Professional Agency: Rethinking EFL Teachers’ Professional Development in the Age of AI Hamed Barjesteh; Hossein Isaee; Mehdi Manoochehrzadeh
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.598

Abstract

Background: The rapid emergence of artificial intelligence (AI)–assisted tools has begun to reshape English as a Foreign Language (EFL) teaching practices, raising new questions about teachers’ roles, autonomy, and professional growth. While previous research has addressed professional development (PD) needs in traditional and online contexts, limited attention has been given to AI-mediated teaching environments. Aims: This study aims to explore EFL teachers’ perceptions and lived experiences of AI-assisted language teaching, particularly in relation to professional agency, identity, and emerging professional development needs. Methods: This study adopted a qualitative interpretive phenomenological approach. Data were collected through in-depth semi-structured interviews with 10 experienced EFL teachers who had engaged with AI tools in instructional, assessment, or material development practices. The data were analyzed using reflexive thematic analysis. Results: The findings reveal that teachers perceive AI as both a pedagogical support and a source of professional tension. While AI enhances efficiency, feedback provision, and instructional design, it also raises concerns related to loss of control, ethical responsibility, assessment validity, and role ambiguity. Teachers continuously negotiate their professional agency and identity when integrating AI into their practices. Furthermore, traditional PD frameworks are found to be insufficient in addressing these challenges. Conclusion: The study highlights the need to reconceptualize EFL teacher professional development by emphasizing critical AI literacy, ethical awareness, and agency-oriented pedagogical decision-making. Professional development should move beyond technical training to support teachers as reflective and autonomous professionals in AI-mediated educational environments.
Co-Authors Hamed Barjesteh Hamehnaz Gholipour Mehdi Manoochehrzadeh Mehdi Manoocherzadeh Shaghayegh Shirzad