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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.
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): Forthcoming Issue (April)
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 Mehdi Manoochehrzadeh