An Investigation of the Use of Artificial Intelligence (AI) in English Language Teaching: Iranian EFL Learners’ Perceptions and Opportunities in Focus

Various domains of education including English language education have been influenced in various degrees by the rapid advancement of artificial intelligence (AI) technologies. Emergence of AI-driven language models such as ChatGPT, Wordvice, Quillbot, and Duolingo is considered clear evidence for this claim. This study aimed to touch Iranian EFL learners’ perceptions of the use of AI (e.g., Wordvice, Quillbot, and Duolingo) in English language teaching and explore the opportunities of using AI-powered tools (e.g., Wordvice, Quillbot, and Duolingo) in English language teaching from Iranian EFL learners’ point of view. To this end, a qualitative thematic analysis design was used. The study recruited 30 learners studying English in different settings including universities and language schools, purposively selected from learners working with AI for research and learning purposes. This study used a semi-structured individual interview and written reflective journal to collect the data. The data collected from the interviews and reflective journals was thematically analyzed using open, axial and selective coding procedures. Concerning the first research question on EFL learners’ perceptions of the use of AI (e.g., Wordvice, Quillbot, and Duolingo) in English language teaching, the following themes were extracted: Enhancement of learners’ relationship with classmates, Decreasing learners’ willingness to ask questions, Time saving, Clarification of complex concepts, Creative teaching with individualized feedback, Probability of inaccurate information, Manipulating the learning process, Reducing learner efforts, Revolutionizing assessment methods, and Emergence of new research paradigms. With regard to the second research question on the opportunities of using AI-powered tools (e.g., Wordvice, Quillbot, and Duolingo) in English language teaching from Iranian EFL learners’ point of view, the following themes were identified: Making learners and teachers familiar with technology, Learner-oriented teaching, Keeping teachers and learners up-to-date, Making learning inquiry-based, Empowering teachers, and Enactment of new institutional ‎policies and responsibilities. This study’s implications extend to top policy makers, EFL teachers and learners.