Speaker
Description
The rapid development of generative artificial intelligence (GenAI) is changing the conditions under which language teaching and learning take place. In English language education, teachers and learners now have access to AI-powered tools that can generate explanations, provide feedback, support writing, simulate interaction, and assist with learning tasks. These developments create new opportunities for language teaching, but they also raise important questions about the changing role of teachers in AI-mediated educational contexts. While existing research has largely examined the pedagogical uses of GenAI and its impact on learners, less attention has been paid to how teachers themselves experience these changes and how their professional identity may be reshaped.
This study examines the reconstruction of EFL teacher identity in Vietnam in the era of generative AI. Building on a conceptual framework that links GenAI technologies, AI-mediated pedagogical practices, teacher agency, AI literacy, and professional identity reconstruction, the study adopts an exploratory mixed-methods design. Survey data will be collected from EFL teachers working in Vietnamese higher education and adult English teaching contexts, followed by semi-structured interviews with selected participants.
The study aims to explore how teachers understand their changing professional roles, how they exercise agency in AI-mediated teaching environments, and how AI literacy shapes their pedagogical decision-making. Particular attention is also given to teachers’ concerns about assessment, academic integrity, and responsible AI use. The findings are expected to contribute to teacher professional development and provide practical implications for supporting language teachers in AI-mediated educational contexts.
Keywords: generative AI, AI literacy, teacher agency, teacher identity, assessment, Vietnamese EFL teachers
