Enhancing English Language Teaching through AI-Integrated Pedagogical Content Knowledge (PCK): A Study of Iranian EFL Teachers

This study explores to what extent the integration of AI into ELT can enhance teachers' PCK. As AI-driven tools increasingly impact instructional practices in language education, it is important to understand how teachers deploy technological resources in conjunction with their content and pedagogical knowledge. This study aims to investigate Iranian EFL teachers' perceptions and experiences regarding AI-supported lesson planning and classroom decision-making. In this study, a mixed-methods design was utilized, in which a survey was administered to a group of ۴۰ teachers and semi-structured interviews were carried out with ۱۲ participants. The findings revealed that the use of AI tools, such as automated feedback systems, text generators, and adaptive learning platforms, in supporting teachers' lesson planning and classroom decision-making helped them to better diagnose learners' needs and design more relevant tasks, developing accordingly the transformation component of PCK. The teachers expressed increased confidence in choosing appropriate strategies to teach grammar and speaking skills. Yet, limitations were related to restricted digital literacy and hesitation about overdependence on technology. Therefore, the results of this study suggest that AI can support the development of teachers' professional knowledge provided it is combined with proper training. The findings of this study underscore the need for teacher education programs to include AI literacy modules aligned with the development of PCK. Concluding remarks are offered for policymakers, teacher educators, and EFL practitioners seeking to modernize English instruction in Iran.

کلیدواژه ها:

Pedagogical Content Knowledge (PCK) ، English Language Teaching ، Artificial Intelligence ، EFL Teachers ، Technology Integration ، Instructional Decision-Making