The integration of technology has profoundly influenced language teaching and learning practices. Emerging technologies such as generative artificial intelligence (GenAI) are poised to shift educational paradigms even further. This research examines the use of AI-aided learning tools from the perspective of language teachers. The study engaged teachers from different tiers of schools, both secondary and tertiary institutions, in Hong Kong as participants. These participants evaluated and provided feedback on their overall views on their use of GenAI-aided language teaching and learning. Through a qualitative grounded theory approach to the data set of semi-structured interviews, this study aims to understand language teachers' views of the application of AI tools in classrooms, as well as the overall teaching and learning experience, with consideration to the tiers of schools in which the teachers were employed. Preliminary findings suggested varied opinions on the practicality and impact of AI tools in language education, highlighting both potential benefits and challenges. These insights are crucial for developing innovative teaching strategies that align with contemporary educational needs as well as the continual call for advancement in teacher education. This study contributes to the ongoing discourse on GenAI development in language education, offering valuable implications for curriculum design and instructional practices in secondary education.
Ka Long Roy Chan (2025) studied this question.