Envisioning the Future of AI-Assisted EFL Teaching and Learning: Conceptual Representations of Prospective Teachers

Muzaffer Pınar Babanoğlu, Tuçe Öztürk Karataş and Esin Dündar

SAGE Open, 2025, vol. 15, issue 2, 21582440251341590

Abstract: Artificial intelligence (AI) rapidly transforms education, offering adaptive and personalized learning experiences. In English as a Foreign Language (EFL) education, AI-powered tools such as chatbots, writing assistants, and translation software reshape teaching and learning. This study explores how 67 prospective EFL teachers envision the future role of AI in EFL instruction, examining its potential benefits and challenges. Using a descriptive qualitative approach and reflexive thematic analysis, the study identifies 6 themes and 52 nodes addressing the risk of AI replacing teachers and 5 themes with 31 nodes regarding AI’s future impact on EFL teaching and learning. Findings suggest a preference for a human-centered AI approach—AI-assisted EFL teaching and learning (AIaEFLtl)—where AI complements rather than replaces teachers. The study highlights key implications for AI-EFL teacher collaboration, advocating for teacher training in AI integration and ethical considerations. These insights contribute to the ongoing discourse on the evolving role of AI in education and its pedagogical implications for future EFL classrooms.

Keywords: AI-assisted EFL teaching and learning (AIaEFLtl); AI in Education (AIEd); collaboration between AI and EFL teachers; human-centered AI; prospective EFL teachers; reflexive thematic analysis (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:2:p:21582440251341590

DOI: 10.1177/21582440251341590

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