جستجو در:
دوره 16، شماره 5 - ( 1404 )
جلد 16 شماره 5 صفحات 124-93 |
برگشت به فهرست نسخه ها
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Alruwaili A R, Kianfar Z, Azari Noughabi M. Exploring EFL Teachers’ Motivation and Influential Factors in Adopting AI for Language Teaching. LRR 2025; 16 (5) :93-124
URL: http://lrr.modares.ac.ir/article-14-76622-fa.html
URL: http://lrr.modares.ac.ir/article-14-76622-fa.html
Alruwaili Areej Radhi، Kianfar Zhila، Azari Noughabi Mostafa. Exploring EFL Teachers’ Motivation and Influential Factors in Adopting AI for Language Teaching. جستارهای زبانی. 1404; 16 (5) :93-124
1- Department of English Language, College of Arts, Jouf University, Saudi Arabia ، aralrowaili@ju.edu.sa
2- Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran
3- Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran
2- Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran
3- Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran
چکیده: (75 مشاهده)
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.
واژههای کلیدی: artificial intelligence، foreign language teaching، self-determination theory، EFL teachers
ارسال پیام به نویسنده مسئول
| بازنشر اطلاعات | |
 |
این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است. |