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Description
This study explores the relationship between the use of generative AI, such as ChatGPT, and teacher agency and well-being among university-level English as a Foreign Language instructors in Japan. Using a mixed-methods approach, it examines the relationships between AI tool use, teacher agency, and emotional well-being. Preliminary findings suggest that the use of AI in language education can act as either an enabling or constraining factor.
Abstract
The recent integration of generative AI technology, such as ChatGPT, in higher education has boosted growing interest in the potential of these tools in language learning and teaching. However, the discussion is still mainly focused on the learner without considering the implications for teacher agency and well-being, which are the components of a strong learning community.
The purpose of this study is to examine the correlation between the use of ChatGPT and both teacher agency and teacher well-being among English as a foreign language university-level teachers in Japan.
The study employed a mixed-methods approach. A teacher survey was conducted to measure teacher agency, subjective well-being, and AI tool use. In addition, several participants were selected for interviews to provide qualitative insights into their experiences as teachers in the AI-enabled learning environment.
Preliminary results show that there is a positive correlation between the strategic integration of AI tools and teacher agency. In contrast, findings on well-being are less clear and suggest that the impact of institutional social factors, such as colleagues and clarity on policy, play a significant role. These dynamics will be further explored in the presentation.
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Short summary
This study explores the relationship between the use of generative AI, such as ChatGPT, and teacher agency and well-being among university-level English as a Foreign Language instructors in Japan. Using a mixed-methods approach, it examines the relationships between AI tool use, teacher agency, and emotional well-being. Preliminary findings suggest that the use of AI in language education can act as either an enabling or constraining factor.
Keywords
generative AI
teacher agency
teacher well-being
| Scheduling preference | Special request (enter below) |
|---|---|
| Title | Between empowerment and uncertainty: EFL teachers in the age of GenAI |