Chatbots as pedagogical co-support: Exploring teachers’ practices and perceptions of GenAI in foreign language education

Abstract

The rise of Generative Artificial Intelligence (GenAI) has introduced new pedagogical opportunities and challenges in foreign language (FL) education. This study explored how GenAI platforms function as pedagogical co-support in FL teaching, their perceived benefits and challenges in classroom practice, and the competencies required for effective integration. Guided by a qualitative-dominant mixed-methods design, data were collected through a Google Forms questionnaire administered to 30 FL teachers across the Caribbean and North America. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis with MAXQDA software. The findings reveal that GenAI is increasingly being used to support core teaching tasks such as lesson planning, materials development, and assessment design, enhancing efficiency and expanding instructional possibilities while reshaping traditional notions of pedagogical work. However, this integration is characterized by an ongoing tension between productivity gains and concerns surrounding teacher agency, creativity, and pedagogical judgement, as well as technical, ethical, and infrastructural constraints. The study further found that AI literacy and technical competence, digital literacy and ICT integration, ethical awareness, pedagogical creativity, and lifelong learning are central competencies for effective GenAI integration. These competencies align with UNESCO's AI Competency Framework for Teachers (AI CFT), underscoring the multidimensional nature of AI readiness across technical, ethical, and pedagogical domains. Overall, the findings highlight the need for teacher education programs and institutional policies that prioritize AI literacy, ethical guidance, and infrastructural support to promote sustainable, human-centered GenAI adoption in FL classrooms.