More than a tool: A narrative inquiry into the professional identity shifts of experienced EFL teachers integrating generative AI
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Abstract
This qualitative study aims to explore the experiences of experienced English as a Foreign Language (EFL) teachers in interpreting their integration of generative artificial intelligence (AI) into their professional practices and to examine the implications of such experiences for professional identity and pedagogical beliefs. While previous studies in AI integration in education have focused largely on teachers' and students' outcomes, there is a lack of exploration of teachers' experiences in interpreting their integration of AI into their practices. This study employed a narrative inquiry approach to examine the experiences of five experienced EFL teachers in the United Arab Emirates who integrated AI tools like ChatGPT into their EFL practices for a semester. The data collection methods employed in the study were semi-structured interview, stimulated recall interview using AI tools like ChatGPT to generate EFL teaching materials, and four weeks of reflective journals. The analysis of data revealed that generative AI acted not only as a tool for EFL teachers but also as a tool for teachers to negotiate their professional identities from knowledge transmitters to facilitators, curators, and guides in AI integration in EFL practices. The study revealed that EFL teachers experienced a change in their professional identities from knowledge transmitters to facilitators, curators, and guides in AI integration in EFL practices.
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