Teachers' Experiences of Integrating Artificial Intelligence into Language Learning

Abstract

The development of artificial intelligence (AI) has brought changes to language-learning practice, particularly in planning, materials, feedback, evaluation, and personalization. Generative AI gives teachers the opportunity to develop more adaptive learning, but its integration also presents challenges related to teacher competence, pedagogical readiness, the accuracy of AI output, ethics, academic integrity, and the changing role of the teacher. This article aimed to describe and analyze teachers' experiences of integrating artificial intelligence into language learning on the basis of prior research. The study used a qualitative method with a literature-study approach, drawing on twenty scholarly articles on the experiences, perceptions, attitudes, readiness, practices, and challenges of language teachers and pre-service teachers in using AI. The data were analyzed descriptively through the identification, grouping, comparison, and interpretation of the findings. The results indicate that teachers use AI to design material, create activities, give feedback, support differentiated learning, assist evaluation, and increase the efficiency of their work. At the same time, teachers face challenges such as limited AI literacy, uncertainty about the accuracy of AI output, issues of ethics and academic integrity, and the need to maintain the human role in language learning. The study shows that meaningful AI integration depends not on the use of technology alone but on teachers' ability to combine AI with language knowledge, pedagogy, professional experience, and ethical consideration. The development of teachers' AI literacy, continuous training, and clear institutional policy are therefore needed to support the pedagogical and responsible use of AI in language learning.