Teacher Perspectives on Integrating Artificial Intelligence into English Language Classrooms

Abstract

Generative artificial intelligence tools have moved rapidly from novelty to everyday presence in language classrooms, yet teachers remain the decisive variable in whether this technology improves English language instruction or simply adds noise to it. This short article synthesizes recent research on English as a Foreign Language (EFL) teachers' perceptions of AI integration and proposes a compact study design for examining how teacher attitudes, confidence, and institutional support jointly shape classroom adoption. The review finds that teachers are generally positive toward AI in principle but express a persistent gap between enthusiasm and practical readiness, driven by uneven training, ethical uncertainty, and concerns about the erosion of their pedagogical role. A brief mixed-methods survey-and-interview design is proposed to examine these dynamics within a single language department, aimed at generating actionable guidance for professional development rather than broad generalization. The article closes with practical recommendations for institutions seeking to support teachers through this transition.