AI in Pedagogical Practice: Exploring the Advantages and Dissonance in EFL Teachers’Technology Use

Abstract

As a result of the rapid development of technology and AI, various kinds of tools have been integrated into teaching and learning contexts. This study investigates the integration of Artificial Intelligence (AI) tools by Iranian English as a Foreign Language (EFL) teachers, examining perceived advantages, challenges, and specific pedagogical applications. Adopting a mixed-methods, an explanatory sequential design, the research utilized a researcher-developed questionnaire with 212 EFL teachers, followed by semi-structured interviews with a purposive sample of 30 participants. The findings indicate that AI is primarily deployed to facilitate language skills, most notably grammar, vocabulary, and speaking, while also assisting in assessment design and material development. Quantitative and qualitative data reveal that while AI enhances pedagogical efficiency and enables personalized feedback, its integration is hindered by significant obstacles, including technological dependence and the perceived erosion of human interaction. Furthermore, the study highlights critical contextual barriers in Iran, such as infrastructural limitations and a lack of AI literacy. These results offer significant implications for educational policy and curriculum development, emphasizing the urgent need for systematic AI literacy training and the establishment of ethical frameworks within EFL contexts.