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題名 AI-Ready: Evaluating EFL Teachers' Preparedness for the Future of Language Instruction 作者 Alshammari, Sahal R.;Singh, Amrendra Kumar 貢獻者 臺灣英語教學期刊 關鍵詞 Artificial Intelligence; ESL; EFL; language teaching; Saudi Arabia; teachers’ preparedness 日期 2025-10 上傳時間 31-Oct-2025 09:48:11 (UTC+8) 摘要 Artificial intelligence is being introduced into language teaching at a fast rate and is likely to change the face of educational approaches, especially in the EFL context. The present study investigates the readiness of EFL teachers to adopt AI tools, specifically ChatGPT, into their teaching practices, attitudes, benefits, and challenges. A mixed-methods design was utilized to investigate the attitudes, knowledge, and experiences of 150 EFL teachers regarding AI use in the classroom with questionnaires and semi-structured interviews. Results indicate that educators are relatively well-prepared for the introduction of AI, which they perceive as the most influential element affecting educators’ confidence and competence in using new technologies. Educators who have been trained in AI tend to understand the potential that AI can bring into classrooms in terms of personalization of learning by AI, immediate feedback, and gamification of education that results in greater engagement by students. On the other hand, general concerns regard ethical issues: data privacy and algorithmic bias. Besides, financial and infrastructural barriers, especially in resource-poor settings, were major obstacles to AI adoption. The study underlines the serious lack of knowledge in AI research and techniques in instructors, thus calling for targeted professional development that is urgent. These findings call for comprehensive regulations, ethical frameworks, and investments to be put into place to ensure the use of AI in an equitable manner. The research provides significant insights into the intricacies of incorporating AI into language instruction, promoting a hybrid paradigm that utilizes AI’s advantages while preserving the fundamental function of educators. This research provides a framework for stakeholders to overcome obstacles and enhance AI’s revolutionary capabilities in EFL training. 關聯 臺灣英語教學期刊, 22(2), 101-132 資料類型 article DOI https://doi.org/10.30397/TJTESOL.202510_22(2).0004 dc.contributor 臺灣英語教學期刊 dc.creator (作者) Alshammari, Sahal R.;Singh, Amrendra Kumar dc.date (日期) 2025-10 dc.date.accessioned 31-Oct-2025 09:48:11 (UTC+8) - dc.date.available 31-Oct-2025 09:48:11 (UTC+8) - dc.date.issued (上傳時間) 31-Oct-2025 09:48:11 (UTC+8) - dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/160060 - dc.description.abstract (摘要) Artificial intelligence is being introduced into language teaching at a fast rate and is likely to change the face of educational approaches, especially in the EFL context. The present study investigates the readiness of EFL teachers to adopt AI tools, specifically ChatGPT, into their teaching practices, attitudes, benefits, and challenges. A mixed-methods design was utilized to investigate the attitudes, knowledge, and experiences of 150 EFL teachers regarding AI use in the classroom with questionnaires and semi-structured interviews. Results indicate that educators are relatively well-prepared for the introduction of AI, which they perceive as the most influential element affecting educators’ confidence and competence in using new technologies. Educators who have been trained in AI tend to understand the potential that AI can bring into classrooms in terms of personalization of learning by AI, immediate feedback, and gamification of education that results in greater engagement by students. On the other hand, general concerns regard ethical issues: data privacy and algorithmic bias. Besides, financial and infrastructural barriers, especially in resource-poor settings, were major obstacles to AI adoption. The study underlines the serious lack of knowledge in AI research and techniques in instructors, thus calling for targeted professional development that is urgent. These findings call for comprehensive regulations, ethical frameworks, and investments to be put into place to ensure the use of AI in an equitable manner. The research provides significant insights into the intricacies of incorporating AI into language instruction, promoting a hybrid paradigm that utilizes AI’s advantages while preserving the fundamental function of educators. This research provides a framework for stakeholders to overcome obstacles and enhance AI’s revolutionary capabilities in EFL training. dc.format.extent 962994 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) 臺灣英語教學期刊, 22(2), 101-132 dc.subject (關鍵詞) Artificial Intelligence; ESL; EFL; language teaching; Saudi Arabia; teachers’ preparedness dc.title (題名) AI-Ready: Evaluating EFL Teachers' Preparedness for the Future of Language Instruction dc.type (資料類型) article dc.identifier.doi (DOI) 10.30397/TJTESOL.202510_22(2).0004 dc.doi.uri (DOI) https://doi.org/10.30397/TJTESOL.202510_22(2).0004
