Mixed methods study examines AI use patterns in Chinese university EFL teachers, indicating varied psychological needs and support perceptions.
Key Points
This study investigates how the psychological need profiles of Chinese university EFL teachers relate to their use of AI in teaching and their perceptions of support and professional roles.
Mixed methods design combining quantitative survey data from 408 teachers and qualitative interviews with 9 selected teachers.
Quantitative phase analyzed data using latent profile analysis to identify teacher profiles.
Qualitative phase involved interviews to explore profile-specific patterns of behavior and attitudes towards AI.
Identified three profiles: Motivation‐Constrained, Autonomy‐Driven, and Relationally Anchored, each with distinct AI use and support perceptions.
Autonomy‐Driven teachers demonstrated high AI use and perceived school support, viewing themselves as instructional designers.
Relationally Anchored teachers showed ethical caution in AI use, while Motivation‐Constrained teachers expressed uncertainty and limited role adjustment.