Revolutionizing EFL Classrooms in Iran: Harnessing AI Tools for Personalized Language Learning
محورهای موضوعی : Second Language Education
fatemeh Sadat alamdar
1
,
abdolhamid mohammadi
2
,
Shahram Afraz
3
,
Fazlolah Samimi
4
1 - Department of Education, Ministry of Education, Hormozgan Province, Iran
2 - Faculty Member, Bandar Abbas University of Medical Sciences, Hormozgan Province, Iran
3 - Assistant Professor of TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
4 - Department of English, Bandar-Abbas Branch, Islamic Azad University, Bandar-Abbas, Iran
کلید واژه: Artificial Intelligence, Educational Technology, Personalized Learning, EFL, learning,
چکیده مقاله :
ChatGPT and other AI technologies employed in Iranian EFL classrooms can enhance individualized learning but are constrained by technical, cultural, and organizational limitations. The current study examines their effects on students' engagement and individualized feedback in terms of a mixed-methods design comprising interviews, classroom observations, and Technology Acceptance Model-based questionnaires administered among 100 instructors and 100 students. Evidence indicates that ChatGPT increases student engagement through instant feedback and student-focused spaces. Teachers were rated lower in its usefulness by students since they highlighted its individualized learning potential. However, limited internet penetration, inadequate teacher training, and organizational reluctance are among the most significant issues hindering adoption. Successful adoption will require specialized training of teachers, infrastructural planning, and regional AI solutions. Overcoming the challenges will derive maximum benefits from the advantages of AI in EFL learning. This study contributes to debates on AI in education in the Iranian context of EFL with both opportunities and limitations.
ChatGPT and other AI technologies employed in Iranian EFL classrooms can enhance individualized learning but are constrained by technical, cultural, and organizational limitations. The current study examines their effects on students' engagement and individualized feedback in terms of a mixed-methods design comprising interviews, classroom observations, and Technology Acceptance Model-based questionnaires administered among 100 instructors and 100 students. Evidence indicates that ChatGPT increases student engagement through instant feedback and student-focused spaces. Teachers were rated lower in its usefulness by students since they highlighted its individualized learning potential. However, limited internet penetration, inadequate teacher training, and organizational reluctance are among the most significant issues hindering adoption. Successful adoption will require specialized training of teachers, infrastructural planning, and regional AI solutions. Overcoming the challenges will derive maximum benefits from the advantages of AI in EFL learning. This study contributes to debates on AI in education in the Iranian context of EFL with both opportunities and limitations.
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