Innovation in Language Learning

As artificial intelligence (AI) technologies rapidly evolve, language educators are pressured to integrate AI into their teaching practices. At the university level, especially among first-year students, English as a Foreign Language teachers face the challenge of integrating AI tools and maintaining pedagogical effectiveness. Drawing on survey data and semi-structured interviews, the findings reveal that 60% of EFL instructors engage with AI tools in their language classrooms. While teachers report benefits, such as automating materials and enhancing student autonomy, they also report significant barriers. The study highlights the need for AI context specific integration frameworks that reflect the socio-pedagogical EFL contexts. Additionally, the study stresses the importance of considering the cognitive and emotional labor of teachers navigating AI-driven transitions. The findings call for a shift from tool-focused training toward more sustainable localized institutional strategies that support meaningful pedagogical AI implementation. The study adds to the global conversation on AI in language learning education by prioritizing teacher agency, inclusivity, and contextualization.

Keywords: Artificial intelligence integration, emotional labor, language learning pedagogy, post digital education, teacher agency

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