Artificial Intelligence Adoption in Iranian EFL Education: Instructors’ Perspectives on Pedagogical Opportunities and Implementation Challenges
TL;DR
It is suggested that professional experience influences instructors’ views of AI’s educational value, and AI’s potential to enrich English language education in Iran is demonstrated.
Abstract
Artificial intelligence (AI) has emerged as a transformative force in education, offering new opportunities to enhance teaching and learning through adaptive instruction, personalized feedback, and flexible learning experiences. In English as a Foreign Language (EFL) education, AI-powered applications are increasingly used to support language instruction; however, empirical evidence on Iranian university instructors’ perceptions remains limited. This study investigates Iranian EFL instructors’ perceptions of integrating AI into English language teaching and learning, including perceived benefits, implementation challenges, and the influence of teaching experience. Using a quantitative research design, data were collected from 100 instructors at public and private universities across Iran through a structured questionnaire. The findings indicated that instructors generally held positive attitudes toward AI integration (M = 3.94, SD = 0.40). Personalized feedback, adaptive learning, enhanced learner engagement, and improved instructional efficiency were identified as the most valuable benefits. AI applications, particularly ELSA Speak and Duolingo, were viewed as effective supplementary tools for improving learners’ pronunciation, grammar, vocabulary, and autonomous learning. Participants identified several barriers, including inadequate technological infrastructure, financial constraints, and the absence of culturally relevant AI-generated learning materials. Statistical analyses revealed significant differences across teaching experience groups in perceptions of AI-related benefits, whereas perceptions of implementation challenges remained consistent. These findings suggest that professional experience influences instructors’ views of AI’s educational value. Institutional barriers, however, affect instructors regardless of experience. Overall, the study demonstrates AI’s potential to enrich English language education in Iran.