English Language Teaching
2 articles filed under this keyword.
A Critical Discourse Analysis of AI Integration in Higher Education
Pawan Asghar Talib, Kawa Abdulkareem Sherwani
This study utilized Critical Discourse Analysis (CDA) to investigate English language instructors' perceptions of Artificial Intelligence (AI) integration in higher education within the Kurdistan Region of Iraq, examining how these educators discursively construct their understanding of AI tools, the underlying ideological positions and power dynamics within their discourse, and the institutional and professional identity concerns that surface through their AI-related narratives. Through purposive sampling, 30 English language instructors from Salahaddin University participated in semi-structured interviews lasting 45-60 minutes each. Data analysis followed Fairclough's three-dimensional CDA framework, utilizing both manual coding and NVivo 12 software with inter-rater reliability of 0.87. Four predominant themes emerged with notable frequency: AI tools viewed as pedagogically constrained (89% of participants), concerns about professional vulnerability (76%), ethical integrity challenges (93%), and institutional governance inadequacies (100%). Data saturation occurred after 25 interviews. Results demonstrated that instructors predominantly framed AI tools through deficit-based discourse, establishing themselves as indispensable human educators while voicing concerns about professional marginalization. This research contributes to educational technology scholarship by revealing how faculty in semi-peripheral regions manage technological transformation through discursive resistance mechanisms, promoting contextually appropriate, educator-focused AI integration approaches.
Volume 13 · Issue 7 · July 2026The Use of Artificial Intelligence to Support English Language Teachers in their Professional Development
Ebrahim Mohammadkarimi, Jamal Ali Omar
Artificial intelligence (AI) is rapidly transforming various fields, including education. It is increasingly being integrated into teaching and learning processes worldwide. This study aims to examine the impact of AI on English language teachers' professional development. A total of 207 English teachers from various Iranian institutions participated in the study. Employing a mixed-methods approach, the study utilized a Likert-scale questionnaire and semi-structured interviews to gather data. The findings revealed that the majority of participants viewed AI positively, perceiving it as beneficial for their professional growth, curriculum enhancement, and student performance. However, several challenges were identified, including the need for additional training and concerns related to privacy. The study concludes with recommendations for optimizing AI implementation, emphasizing the importance of tailored training programs, robust ethical guidelines, and collaborative tools. The insights from this research are expected to assist educators, policymakers, and AI developers in effectively integrating AI into educational settings.