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جستارهای زبانی، جلد ۱۶، شماره ۵، صفحات ۹۳-۱۲۴
عنوان فارسی Exploring EFL Teachers’ Motivation and Influential Factors in Adopting AI for Language Teaching
چکیده فارسی مقاله The integration of AI in educational contexts has been a heated debate among scholars. Despite the important role of Artificial Intelligence (AI) in foreign language education, exploring English as a foreign language (EFL) teachers’ voices regarding their motivation to use AI in foreign language education has received scant attention. Therefore, this study explores the motivational factors influencing the adoption of AI in foreign language teaching through the lens of self-determination theory (SDT). Qualitative data were collected through semi-structured interviews from six EFL teachers in the context of Saudi Arabia. The study identified several key sub-themes within the broader motivational factors of relatedness, autonomy, and competence from the SDT framework. Regarding competence, participants emphasized the role of AI in enhancing their ability to deliver personalized instruction and manage their classrooms more efficiently. For relatedness, the sub-theme of mutual support and community building emerged as crucial, highlighting the importance of collaboration between teachers and students in AI adoption. In the context of autonomy, self-initiated professional development was prominent, reflecting teachers’ active efforts to stay updated on AI technologies. Teachers felt that mastering AI tools not only improved their competence but also enabled them to adapt AI-based solutions to meet students' individual needs. However, they also noted the challenge of ensuring that AI tools complement rather than replace critical pedagogical skills, highlighting the need to maintain a balance between using AI for efficiency and preserving essential human elements like creativity and critical thinking.
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Exploring EFL Teachers’ Motivation and Influential Factors in Adopting AI for Language Teaching
چکیده انگلیسی مقاله The integration of AI in educational contexts has been a heated debate among scholars. Despite the important role of Artificial Intelligence (AI) in foreign language education, exploring English as a foreign language (EFL) teachers’ voices regarding their motivation to use AI in foreign language education has received scant attention. Therefore, this study explores the motivational factors influencing the adoption of AI in foreign language teaching through the lens of self-determination theory (SDT). Qualitative data were collected through semi-structured interviews from six EFL teachers in the context of Saudi Arabia. The study identified several key sub-themes within the broader motivational factors of relatedness, autonomy, and competence from the SDT framework. Regarding competence, participants emphasized the role of AI in enhancing their ability to deliver personalized instruction and manage their classrooms more efficiently. For relatedness, the sub-theme of mutual support and community building emerged as crucial, highlighting the importance of collaboration between teachers and students in AI adoption. In the context of autonomy, self-initiated professional development was prominent, reflecting teachers’ active efforts to stay updated on AI technologies. Teachers felt that mastering AI tools not only improved their competence but also enabled them to adapt AI-based solutions to meet students' individual needs. However, they also noted the challenge of ensuring that AI tools complement rather than replace critical pedagogical skills, highlighting the need to maintain a balance between using AI for efficiency and preserving essential human elements like creativity and critical thinking.
کلیدواژه‌های انگلیسی مقاله artificial intelligence,Foreign Language Teaching,Self-Determination Theory,EFL teachers
نویسندگان مقاله Areej Radhi Alruwaili |
Department of English Language, College of Arts, Jouf University, Saudi Arabia

Zhila Kianfar |
Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran

Mostafa Azari Noughabi |
Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran

نشانی اینترنتی https://lrr.modares.ac.ir/article_24018_8bdaf6b9a6ef406ef1bc12bfc416c5d2.pdf
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