Innovation in Language Learning

Despite the benefits of artificial intelligence (AI) in langauge learning contexts for teachers and students, the current literature remains relatively scarce especially regarding langauge teachers’ uses and perceptions (Jiang, 2022; Kim, 2023; Zhu & Wang, 2025). Therefore, this paper aims to explore this gap by focusing on English as a Foreign langage (EFL) teachers  in two distinct educational contexts: Kuwait and Colombia. Data was collected from a total of 186 Kuwaiti and 128 Colombian language teachers and traingulated with semi-structred interviews. By employing both Technology Acceptace Model (TAM) and Technological  pedagogical Content Knowledge (TPACK, Mishra & Koehler, 2006) frameworks, findings revealed that teachers are AI users in both educational contexts. They mostly use language learning APPs and Language Generation AI tools for various purposes including helping students practicing the foreign langauge and preparing lesson plan and instructional materials. While teachers acknowledged the usefulness of using AI in their language learning classrooms, they also expressed concerns about overreliance on these tools, the accuracy and appropriateness of AI-generated content, and the potential impact on students’ critical thinking and language development. Overall, the findings suggest that although EFL teachers in both Kuwait and Colombia are increasingly open to AI, its use remains largely instrumental and cautious, shaped by both perceived pedagogical benefits and practical limitations. 

 

Keywords: Artificial intelligence – English as a Foreign language (EFL)- Language teachers- practices, perceptions, Colombia, Kuwait.

 

REFERENCES

 

[1] Zhu, M., & Wang, C. (2025). A systematic review of artificial intelligence in language education: Current status and future implications. Language Learning & Technology, 29(1), 1–29. https://hdl.handle.net/10125/73606 

[2] Jiang,  R.  (2022).  How  does  artificial  intelligence  empower  EFL  teaching  and  learning  nowadays?  A review  on  artificial intelligence in the EFL context.Frontiers in Psychology,13, 1049401. https://doi.org/10.3389/fpsyg.2022.1049401[21]

[3] Mishra,  P.,  &  Koehler,  M.  J.  (2006).  Technological  pedagogical  content  knowledge:  A  framework  for  teacher  knowledge. Teachers College Record, 108(6),1017–1054.https://doi.org/10.1111/j.1467-9620.2006.00684.x

[4] Kim, J. (2023). Leading teachers’ perspective on teacher-AI collaboration in education.Education and Information Technologies,29(7), 8693-8724. https://doi.org/10.1007/s10639-023-12109-5