Investigating EFL Teachers' Perceived Barriers to Artificial Intelligence Integration in Iranian Private Language Institutes

Despite growing interest in artificial intelligence (AI) for English as a Foreign Language (EFL) instruction, significant implementation gaps persist in Iranian private language institutes. This study investigated the perceived barriers EFL teachers encounter when integrating AI technologies and how these barriers vary across demographic factors. Using a cross-sectional survey design, ۵۰ EFL teachers (۳۲ females, ۱۸ males) from two prominent language institutes in Tehran completed a validated ۲۰-item questionnaire assessing technological, pedagogical, institutional, and personal barriers. Descriptive statistics and one-way ANOVA revealed that institutional barriers (M = ۴.۳۵) were most significant, followed by technological (M = ۴.۱۲), pedagogical (M = ۳.۸۹), and personal barriers (M = ۳.۶۴). More experienced teachers (۶+ years) and those without prior AI exposure reported significantly higher technological and personal barriers (p < ۰.۰۵). Older teachers (۴۶-۵۸ years) perceived significantly higher barriers across technological, pedagogical, and personal domains compared to younger colleagues. These findings highlight that successful AI integration requires coordinated institutional support, infrastructure investment, and differentiated professional development addressing teachers' varied backgrounds and concerns.

کلیدواژه ها:

Artificial intelligence integration ، Perceived barriers ، EFL teachers ، Private language institutes ، Professional development