EFL Teachers' Experiences in a Brave New World of Al Integration: A Narrative Inquiry into an Al-Focused Teacher Preparation Program

Abstract

English as a Foreign Language (EFL) teachers’ willingness to adopt artificial intelligence (AI) in teaching writing can significantly impact their teaching effectiveness. This narrative inquiry aimed to explore how a teacher preparation program shaped EFL teachers’ perspectives regarding AI integration, interpreted through the lens of the Unified Theory of Acceptance and Use of Technology (UTAUT). To this end, autobiographical narratives and semi-structured interviews were collected from 21 EFL teachers. Data were analyzed using Braun and Clarke’s 2006 six phases of thematic analysis. The analysis followed a deductive approach guided by the UTAUT constructs, encompassing performance expectancy, effort expectancy, social influence, and facilitating conditions, as well as the stages of process writing, including prewriting, planning, drafting, reflection, peer and tutor review, revision, and proofreading.The findings revealed that the teachers perceived the program as supporting their growing willingness to adopt AI in teaching. Following participation in the program, teachers demonstrated increased belief in AI’s potential to improve student writing and feedback. The various training opportunities offered within the program made AI integration less demanding for teachers and boosted their confidence in using available AI-driven writing resources. Moreover, teachers described how observing colleagues’ successful AI integration contributed to a sense of social support. The study shows that strategically designing EFL teacher preparation programs around UTAUT constructs can positively shape teacher’s perceived willingness to adopt AI for writing instruction. The findings have implications for teacher education programs to highlight the pedagogical benefits of AI, provide user- friendly training, foster supportive communities, and ensure access to adequate resources that enhance EFL teachers’ willingness to effectively adopt AI in process writing instruction in Iran and similar contexts.

Keywords

• AI integration
• EFL teacher preparation
• EFL writing instruction
• UTAUT

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