A phenomenological investigation into L2 teachers’ autonomy in AI-enhanced classrooms: Focusing on English language teachers’ lived experiences

Abstract

The increasing integration of artificial intelligence (AI) into second and foreign language (L2) classrooms has reshaped instructional practices and decision-making processes, yet its implications for teacher autonomy remain underexplored. To address this gap, this phenomenological inquiry examined how English language teachers perceive the influence of AI on their autonomy. The study collected data through in-depth semi-structured interviews and narrative frames from a purposive sample of 43 English teachers.Hybrid thematic analysis was conducted using MAXQDA software to analyze participants’ lived experiences of autonomy in AI-enhanced classrooms as reflected in their narratives, interpretations, and reflections. Findings 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. In managing student learning, many teachers reported increased autonomy as AI tools allowed for more tailored and responsive instructional strategies. Regarding professional learning, AI-supported opportunities for self-directed learning and reflection further reinforced teachers’ autonomy. Nonetheless, some teachers experienced reduced autonomy when institutional requirements or the prescriptive design of AI tools limited their pedagogical freedom. Our study contributes to a deeper understanding of how AI technologies can both empower and constrain teacher autonomy and highlights the importance of mindful integration strategies that prioritize teachers’ autonomy.