What drives L2 teachers to embrace AI technologies? A phenomenological inquiry into the role of personal and job resources

Yan Wu; Ali Derakhshan

Autores/as

Professor School of English Education, Guangdong University of Foreign Studies, China https://orcid.org/0000-0002-6971-9668
Ali Derakhshan Golestan University (Iran) (Corresponding author) https://orcid.org/0000-0002-6639-9339

Palabras clave:

inteligencia artificial, recursos laborales, recursos personales, investigación fenomenológica, profesores de L2

Agencias: This work was supported by the General Project of Guangdong Philosophy and Social Sciences Planning 2022 Empirical Research on the Impact of Government-sponsored Overseas Study on the Professional Development of University Teachers: A Case Study of Guangdong Province. (Grant number: GD22CJY10).

Resumen

Esta investigación fenomenológica profundizó en las contribuciones de los recursos personales y laborales a la adopción de la inteligencia artificial (IA) por parte de los profesores de L2 en sus prácticas docentes. Los datos se recopilaron de 27 profesores de L2 a través de un cuestionario abierto y un marco narrativo, y se analizaron mediante análisis de contenido. Los resultados revelaron que los recursos personales, como la autoeficacia tecnológica, la alfabetización en IA, la apertura a la innovación y la resiliencia, pueden afectar significativamente la adopción de la IA por parte de los profesores de L2. Los recursos laborales, que incluyen el apoyo institucional, la disponibilidad de herramientas eficientes y las oportunidades de desarrollo profesional, también pueden ejercer un impacto directo sobre la disposición de los profesores a adoptar la IA. El estudio contribuye a la comprensión de cómo interactúan estos recursos para moldear el compromiso de los profesores de L2 con la IA y ofrece implicaciones prácticas para las instituciones educativas que buscan mejorar la adopción de la IA entre sus educadores.

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Biografía del autor/a

Professor , School of English Education, Guangdong University of Foreign Studies, China

Yan Wu is Professor of English Education and Teaching at the School of English Education, Guangdong University of Foreign Studies (GDUFS), Guangzhou, China. She is the dean of School of English Education in GDUFS, a member of the Guangdong Provincial "New Normal Teaching Guidance Committee", an executive council member of the Higher Education Society of Guangdong Education Association, and a member of the TESOL Expert Committee in China, dissertation review expert for the Ministry of Education in China. Her research interests are English education, English teacher development, and higher education pedagogy.

Ali Derakhshan, Golestan University (Iran) (Corresponding author)

Ali Derakhshan is Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He is currently a Yunshan Chair Professor at the School of English Education, Guangdong University of Foreign Studies (GDUFS), Guangzhou, China. As authenticated by the Essential Science Indicators (ESI) Database, Clarivate Analytics shows his name among the world’s top 1% of scientists in 2024. His name appeared in Stanford University’s list of the world’s top 2% of most influential scientists in 2022, 2023, and 2024. His research interests are positive psychology, teacher education, learner individual differences, cross-cultural interpersonal factors in educational psychology, technology in language education, and intercultural communication.

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FUNDING INFORMATION:

This work was supported by the General Project of Guangdong Philosophy and Social Sciences Planning 2022, entitled ‘Empirical Research on the Impact of Government-sponsored Overseas Study on the Professional Development of University Teachers: A Case Study of Guangdong Province’ (Grant number: GD22CJY10).