The Role of AI-Driven Materials in Shaping EFL Education: A Comparative Study across Iranian Language Institutes, Public Schools, and Private Schools

Artificial Intelligence (AI) is affecting various aspects of education and there is a need to consider the consequences of this technological improvement on achievement and attitudes of the most direct stakeholders. Therefore, this study has focused on the effect of AI on teaching English as a Foreign Language (EFL) with three key areas of concern: the effect of AI-driven materials on learning outcomes, the attitudes of teachers who use AI-informed pedagogy, and the students’ attitudes towards AI- integrated materials. This study used a comparative research design. Based on the type of educational institution, the participants were divided into three groups (۹۰ students from Iranian language centers, ۱۰۰ students from public high schools, and ۱۰۰ students from private high schools). Furthermore, fourteen teachers from these institutions shared their viewpoints on the use of AI in developing instructional materials. Pre- and post-tests were administered to check the effect of treatments on each group (based on the syllabus developed for those specific educational institutions). Moreover, two researcher-developed questionnaires were administered among teachers (composed of ۲۷ Likert-Scale items) and students (composed of ۲۳ Likert-Scale items). The obtained results indicated that AI significantly improved EFL learners' performance in language institutions. Teachers looked upon AI with favor. This was based on its potential to change the produced educational materials and improve students’ engagement in the learning process. Students, in all three environments, looked positively toward AI-driven materials. In short, this study showed the potential for AI to upgrade EFL teaching in Iran.

کلیدواژه ها:

Artificial intelligence ، Language Institutes ، Material Development ، Private High Schools ، Public High Schools