From Knowledge Transmitters to Learning Facilitators: English Language Teachers in the Age of Artificial Intelligence

کد مقاله : 1207-ELTCONF7.

نویسندگان

هانی قاطعی زاده *، مهران معماری فرهنگیان

چکیده مقاله

The rapid growth of Artificial Intelligence (AI), especially Generative AI tools such as ChatGPT and other large language models, is effecting English language teaching (ELT) and changing the professional identities of English teachers. Tools like chatbots, intelligent tutoring systems, and automated writing evaluators can now generate lesson materials, provide automated feedback, and personalize practice activities. This has challenged the traditional view of the teacher as the primary “knowledge transmitter,” and research indicates a clear shift toward more multifaceted roles for teachers as learning facilitators and designers of experiences. In this emerging model, teachers spend more time selecting and adapting AI-generated content, guiding students in responsible AI use, and ensuring that lessons remain culturally relevant. This shift to AI-enhanced instruction also demands new competencies from teachers. Educators must develop AI-informed Technological Pedagogical Content Knowledge (TPACK) and critical digital literacy skills. However, this transition is not without obstacles. In many contexts, teachers face a “readiness paradox”: they express strong interest in using AI but also feel anxious or unprepared due to inadequate training and infrastructural limitations. Despite these challenges, the literature consistently shows that AI is not replacing teachers; instead, it amplifies the importance of human expertise. AI handles routine tasks, but teachers remain essential for providing emotional support, Making content culturally relevant, and the pedagogical decisions that guide meaningful language learning. The future of ELT thus depends on a balanced, human-centered partnership between teachers and AI.

کلیدواژه ها

Artificial Intelligence (AI), English Language Teaching (ELT), Teacher Identity, Learning Facilitators, Artificial Intelligence–Informed Technological Pedagogical Content Knowledge, Critical Digital Literacy.

وضعیت: پذیرفته شده مشروط برای ارائه شفاهی