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Empowering EFL teachers' perceptions of generative AI-mediated self-professionalism
Mohd Nazim1, Ali Abbas Falah Alzubi2
1English Department, College of Languages and Translation, Najran University, Najran, Saudi Arabia.
Plos One
|June 23, 2025
Summary
English as a Foreign Language (EFL) teachers show medium engagement but high attitudes towards generative artificial intelligence (AI)-mediated self-professionalism. Key constraints include AI literacy and ethical concerns, with training and clear guidelines proposed as solutions.
Area of Science:
- Educational Technology
- Artificial Intelligence in Education
- Professional Development
Background:
- Generative artificial intelligence (AI) is increasingly influencing professional development.
- Understanding English as a Foreign Language (EFL) teachers' perceptions of AI-mediated self-professionalism is crucial.
- Research on AI's impact on self-professionalism in Arab higher education contexts is limited.
Purpose of the Study:
- To explore EFL teachers' perceptions of generative AI-mediated self-professionalism.
- To investigate engagement, attitudes, constraints, and solutions related to AI in professional development.
- To contribute insights into the evolving landscape of EFL teacher professionalism.
Main Methods:
- Mixed methods research design combining quantitative and qualitative data.
- Data collected from 278 EFL teachers across eight public universities via questionnaires and interviews.
- Statistical analysis (SPSS) and thematic analysis employed, with data triangulation for comprehensive understanding.
Main Results:
- EFL teachers demonstrated a medium level of engagement with generative AI for self-professionalism.
- Teachers expressed high positive attitudes towards AI-mediated self-professionalism.
- Identified constraints include technological competence, AI literacy, content reliability, ethical issues, and autonomy concerns.
Conclusions:
- Generative AI presents both opportunities and challenges for EFL teachers' self-professionalism.
- Addressing constraints through training, ethical guidelines, and emphasizing AI as a supplementary tool is recommended.
- Further research is needed to fully understand and leverage AI in EFL teacher professional development.
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