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The study explores the transformative impact of artificial intelligence (AI) tools on enhancing digital competency and professional development among English as a Foreign Language (EFL) teachers. Grounded in multidimensional AI Literacy Framework encompassing: Understanding, Applying, Evaluating, and AI Ethics, this research critically examines the affordances and limitations of AI-driven platforms, including Microsoft Educator Center, Google Classroom, and Edmodo, in supporting EFL instructional strategies. Employing a mixed-methods approach with a rigorous pretest-posttest random assignment experimental design, the study engaged 184 EFL teachers concurrently enrolled in postgraduate studies. Quantitative data measured gains in digital competency and professional development engagement, while qualitative insights captured teacher perceptions of the findings. Results demonstrated substantial improvements in participants employing AI-enhanced pedagogical strategies. AI tools were found to fosters adaptive learning environments and personalized feedback mechanisms, though challenges emerged such as teacher resistance, inconsistent digital literacy, and infrastructure constraints. The research addresses important gaps in current EFL pedagogical practices by providing robust empirical evidence and actionable insights into AI integration in EFL education. It advocates for professional development programs to equip educators with the requisite skills for effective AI implementation. Furthermore, the study underscores the importance of contextual factors, such as institutional support and equitable access in effective AI adoption. Concluding with strategic recommendations for future research and policy, the study emphasizes the necessity for ongoing support, longitudinal evaluation of AI interventions, and ethical considerations in AI deployment to ensure equitable access and sustainable educational progress.
Bahari et al. (Tue,) studied this question.