This study investigates the transformative potential of artificial intelligence (AI) in education, focusing on its application in the English as a Foreign Language (EFL) classroom. Despite its widespread use, EFL teachers’ use of AI, particularly in the Kuwaiti context, remains unexplored. The use of AI in education seems to be unavoidable, hence, this study was implemented to investigate EFL teachers’ current familiarity with, and usage of, AI and explores teachers’ perspectives towards embracing AI tools in their EFL classrooms. A sequential mixed-methods approach was employed to provide an in-depth perspective on teachers’ use of AI. A questionnaire with multiple choice and open-ended questions was distributed to EFL teachers in various colleges and public schools in Kuwait (n = 183), followed by group interviews (n = 23) to obtain broader insight into teachers’ perspectives and obtaining detailed information and examples of AI use. The findings suggest that while teachers believe that AI offers innovative tools to support second language pedagogies, such as personalized learning and student-centered learning, it might also pose ethical concerns. Issues such as cheating, inaccurate information, and teacher replacement seem to be the primary concerns. The findings of this study have significant implications for educators and policymakers who intend to incorporate AI into their language curricula.
Hanan A. Taqi (Wed,) studied this question.