Exploring the Integration of Technology and AI in ESL Instruction: A Qualitative Study Contrasting Novice and Experienced Teachers

Abstract

In today's interconnected world, the role of technology and artificial intelligence (AI) in education has become increasingly prominent, with educators exploring innovative ways to enhance teaching and learning experiences (Means et al., 2013; Bower, 2019). Within the realm of ESL (English as a Second Language) instruction, the integration of technology and AI holds significant promise for addressing the diverse needs of language learners and promoting linguistic proficiency in the digital age (Hubbard, 2008; Chun et al., 2021). Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this study investigates the experiences, perspectives, and challenges encountered by ESL teachers, both novice and experienced, as they navigate the terrain of technology-enhanced language learning. By contrasting the insights of educators at different stages of their careers, this qualitative study aims to shed light on the evolving landscape of ESL instruction and the transformative potential of digital tools and AI-driven platforms.