Exploring the Impact of an AI-oriented Teacher Education Program on EFL Teachers’ Professional Development

Document Type : Original Article

Author

English Department, University of Neyshabur

Abstract

The present study is set out to explore the impact of a 12-session, AI-focused in-service teacher education program designed to enhance EFL teachers’ professional development in integrating artificial intelligence (AI) tools into their teaching practices. Employing a qualitative research design, the study collected data through pre- and post-intervention questionnaires and semi-structured interviews with 18 teachers in a private language teaching institute. The findings reveal that the program significantly enhanced teachers’ instructional practices by enabling them to create tailored materials, optimize teaching efficiency, and foster critical reflection. Participants reported improved confidence and the ability to provide more personalized and constructive feedback to students, thus strengthening teacher-student interactions. The findings are discussed in light of the available literature with special focus on Vygotsky’s sociocultural theory, Schön’s reflective practitioner model, and Bandura’s self-efficacy theory. The findings of the study point to the transformative potential of AI tools in reshaping teaching practices and highlight avenues for future research in diverse educational settings.

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References

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Technology Assisted Language Education
Volume 3, Issue 1
March 2025
Pages 1-23

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