Teachers' Perceptions of AI-Supported Language Learning in Iran: Effects on Abstract Learner Motivation and Language Investment

The rapid rise of artificial intelligence (AI) is shaking up education everywhere, but we still don't fully understand how teachers themselves feel about it especially in English as a Foreign Language (EFL) classroom. This mixed-methods study explores the real experiences and changing attitudes of ۵۰ Iranian EFL teachers working in private language institutes. It looks closely at how they see AI tools affecting their students' motivation and investment in learning English. Using Borg's Teacher Cognition Theory (۲۰۰۳) and Norton's Investment Theory (۲۰۰۰), the research combines surveys with in-depth interviews to capture a rich, detailed picture of teachers' everyday realities. What emerges is a story of transition. Teachers generally welcome AI as a useful addition that livens up lessons, boosts student engagement, and creates a safer space for quieter students to practice. Many noticed that students became more willing to take risks, join in, and use English beyond the classroom, pointing to positive shifts in motivation and investment. But there are also concerns―teachers worry about students relying too much on technology and losing out on the genuine human interactions that are so important, especially for developing speaking skills. A clear theme was the need for more support. Most teachers said they've been figuring out how to use AI through trial and error, which shows a strong call for better training and professional development. Despite the challenges, the overall feeling is one of cautious hope. Teachers emphasize that for AI to truly help, it must be used thoughtfully and collaboratively, always keeping the essential human side of teaching and learning front and center. By highlighting the voices of teachers on the ground, this study highlights not just the exciting potential of AI in language learning, but also the genuine challenges it brings. The findings suggest that as classrooms change, progress will depend on ongoing conversation, thoughtful support, and empowering teachers to shape the future of language education alongside new technologies.

کلیدواژه ها:

AI-Integrated Language Learning ، Teacher Perceptions ، Language Investment ، AI Affordances