TL;DR
A unique, on-the-ground perspective on the practical and ethical integration of GenAI in pre-tertiary EAL/D education is offered, providing actionable insights for educators to advance personalised learning through GenAI.
This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts, and underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.
P phenomenological inquiry examined how English language teachers perceive the influence of AI on their autonomy and indicated that AI enhanced English teachers’ autonomy over professional teaching by providing access to a wider range of teaching resources and enabling more flexible, personalized approaches.
Qualitative evidence from the Moroccan EFL context reveals that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers.
This review examines how AI is integrated into EFL/ESL education across language skills, instructional domains, and educational contexts and conceptualises AI in EFL/ESL education as a pedagogical ecology in which tools, learners, teachers, feedback regimes, assessment practices, institutional infrastructures, and gove...
The study contributes to AI-in-education research by demonstrating how generative AI can strengthen teacher agency and support contextualized listening pedagogy in resource-constrained settings and recommends that teacher professional development and reform-oriented artificial-intelligence adoption prioritize prompt-me...
The study suggests that effective AI integration requires more than technical competence; it demands pedagogical guidance, institutional coordination, and the development of AI literacy among both educators and students.
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