Investigating Public School Teachers' Perceptions Regarding the Utilization of Artificial Intelligence in Personalized Language Learning

The survey research methodology was employed to find out public school English teachers’ beliefs and perceptions in relation to the use of artificial intelligence in personalized language learning from two provinces of Ardabil and Zanjan. Both open-ended and closed-ended questions were included in the survey questionnaire, allowing the collection of qualitative data on teachers’ perceptions and beliefs, as well as quantitative insights on teachers’ beliefs and perceptions in relation to the use of AI in personalized language learning. In this investigation, convenience sampling was used, and respondents were selected based on their desire and willingness to participate. Forty-two teachers participated. According to the study, participant respondents showed positive beliefs of AI-powered personalized learning; they were concerned regarding its impact on teacher-student interactions and the development of higher-order abilities. Teachers were generally in agreement on the importance of clear policies and coordinated efforts among stakeholders, but they had differing opinions about the parental involvement and the possibility for achievement inequalities to grow. The valuable results demonstrated significant implications. The findings highlight the need for prioritizing teacher training, clear guidelines, and increasing students’ AI literacy to enhance the successful use of artificial intelligence in personalized English learning in EFL educational contexts.

کلیدواژه ها:

Artificial intelligence ، personalized English learning ، teachers' perceptions and beliefs ، public schools of Iran