PhD (c) Zylfije Tahiri

South East European University, Faculty of Languages, Cultures and Communication, Tetovo, North Macedonia

Abstract

This study investigates how teachers of English as a Foreign Language (EFL) see using artificial intelligence (AI) in developing successful lesson plans for the classroom. To add to the continuing conversation on the revolutionary potential of AI in language instruction, it explores teachers’ attitudes, convictions, and concerns regarding its integration using various research techniques. The study posits that instructors’ attitudes may vary depending on their familiarity with AI, teaching experience, readiness for technology, and educational beliefs, with a prediction of more favorable attitudes from those with greater familiarity with AI and an inclination towards constructivist teaching methods.

Structured as an objectivist investigation, the study employs surveys and interviews to gather data from diverse EFL instructors, examining the factors that impact their perceptions. Statistical techniques like theme analysis for qualitative data and inference and descriptive statistics for data that is quantitative data are used in the analysis. Preliminary findings suggest a range of levels of familiarity with AI among instructors, with generally positive views towards utilizing AI for lesson planning, tempered by concerns about job security and potential bias in AI algorithms. Interviews underscore the AI’s potential to facilitate customized learning experiences, improve collaboration among educators, and simplify administrative tasks.

Noteworthy factors such as alignment with pedagogical principles, institutional backing, and technological proficiency contribute to shaping instructors’ attitudes toward AI. The study’s findings offer practical recommendations for the strategic integration of AI in language instruction, emphasizing the importance of aligning AI tools with educational beliefs and offering support for instructors to enhance their technological competencies.

Keywords: pedagogical alignment, institutional support, technological proficiency, constructivist teaching, personalized learning.

Volume 10, No.2 (2025): April

ISSN 2661-2666 (Online) International Scientific Journal Monte (ISJM)
ISSN 2661-264X (Print)

DOI : 10.33807/monte.20253319

DOI URL: https://doi.org/10.33807/monte.20253319