Speaker
Description
In the new era of artificial intelligence (AI), teachers, in general, are expected to adapt to both pedagogical and technological changes. While many previous studies have mainly focused on the effectiveness, readiness or perceptions of using AI in education, the emotional dimension of AI integration is still overlooked, and particularly in English Language Teaching (ELT) contexts in Vietnam. Drawing on perspectives on teacher emotion, emotional labor, and professional identity, this study investigates the emotional experiences of university English teachers as they incorporate this new technology into their practices in a Vietnamese private university which is undergoing educational transformation.
This case study employs semi-structured interviews with English teachers at Dai Nam University to explore how they navigate their emotions amidst the AI wave in their professional practices. Specifically, it examines the tensions and ambivalent emotions experienced by teacher, including excitement, curiosity, anxiety, pressure, uncertainty, and concerns about professional roles and pedagogical values. Thematic analysis is used to identify recurring emotional patterns and contextual influences shaping teachers’ experiences.
The findings are expected to provide insights into how English teachers experience and respond to AI integration in their professional lives. It is also hoped that the study will contribute to ongoing discussions about teacher support and professional development in the context of technological change in Vietnamese higher education.
