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The rapid integration of artificial intelligence (AI) in language education has substantially reshaped how English as a Foreign Language (EFL) learners engage with language learning. AI-mediated tools now offer abundant opportunities for personalized learning and instant feedback, yet they also introduce significant challenges for teachers who are trying to navigate these emerging technologies. This qualitative study explores the concerns secondary EFL teachers have about AI-generated homework and the adaptive strategies they use to manage the educational risks that come with AI-produced assignments. Using in-depth semi-structured interviews with 35 (18 females and 17 males) EFL teachers, the study uncovered two major thematic domains. Teachers expressed concerns about the loss of authentic learning, decreased critical thinking and self-efficacy, mismatch between homework and classroom performance, increased teacher workload, threats to assessment fairness, deepening inequities between students, and emotional risks. In response, they adopted several adaptive strategies which involved using in-class assignments and printing materials, embracing AI as a learning facilitator, redesigning homework workflow, and providing AI literacy instruction and ethical use. By highlighting teachers’ experiences with homework practices, this study adds to ongoing discussions about educational risk in AI-mediated language learning.
Merve Oflaz (Mon,) studied this question.