| 英文摘要 |
Artificial intelligence is being introduced into language teaching at a fast rate and is likely to change the face of educational approaches, especially in the EFL context. The present study investigates the readiness of EFL teachers to adopt AI tools, specifically ChatGPT, into their teaching practices, attitudes, benefits, and challenges. A mixed-methods design was utilized to investigate the attitudes, knowledge, and experiences of 150 EFL teachers regarding AI use in the classroom with questionnaires and semi-structured interviews. Results indicate that educators are relatively well-prepared for the introduction of AI, which they perceive as the most influential element affecting educators’confidence and competence in using new technologies. Educators who have been trained in AI tend to understand the potential that AI can bring into classrooms in terms of personalization of learning by AI, immediate feedback, and gamification of education that results in greater engagement by students. On the other hand, general concerns regard ethical issues: data privacy and algorithmic bias. Besides, financial and infrastructural barriers, especially in resource-poor settings, were major obstacles to AI adoption. The study underlines the serious lack of knowledge in AI research and techniques in instructors, thus calling for targeted professional development that is urgent. These findings call for comprehensive regulations, ethical frameworks, and investments to be put into place to ensure the use of AI in an equitable manner. The research provides significant insights into the intricacies of incorporating AI into language instruction, promoting a hybrid paradigm that utilizes AI’s advantages while preserving the fundamental function of educators. This research provides a framework for stakeholders to overcome obstacles and enhance AI’s revolutionary capabilities in EFL training. |
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