Key points are not available for this paper at this time.
Abstract The rapid advancement of artificial intelligence (AI) has brought both opportunities and challenges to the field of education. Within this evolving landscape, the emergence of the AI divide has become a pressing concern, particularly in teacher education and EFL instruction. This study developed a three‐level three‐factor conceptual framework to explore the AI divide through the dimensions of AI access, AI capability, and AI outcomes, while also considering technological, personal, and institutional influences. Using this framework, the study employed a comparative research design to examine how novice and veteran EFL teachers integrated AI differently in their teaching practices. The findings revealed that the AI divide between novice and veteran EFL teachers mostly occurred at the second level (AI capability) and third level (AI outcomes), rather than the first level (AI access). These disparities were shaped by a combination of technological, personal, and institutional factors, including perceived ease of use of AI, educational background, social support, and access to AI‐related professional development. This study extends the concept of AI divide into the field of EFL education and offers valuable theoretical insights and practical implications for more equitable AI integration in EFL teaching.
Qi Lin (Wed,) studied this question.