Higher Education Language Teachers' Attitudes and Approaches to AI Integration into their Work
Submitted: 05/20/2025
|Accepted: 10/15/2025
|Published: 12/26/2025
Copyright (c) 2025 Kirsi Korkealehto, Maarit Ohinen-Salvén
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Downloads
Keywords:
Artificial intelligence, language learning, higher education, teacher perspective, technology adaptation
Supporting agencies:
Abstract:
This study investigates how language teachers at a Finnish higher education institution perceive and integrate artificial intelligence (AI) into their work. As AI technologies rapidly transform education, understanding language teachers' experiences provides crucial insights into the challenges and opportunities of AI adoption in language learning contexts. The data were collected through an online questionnaire with response rate of 81.82%. The questionnaire comprises multiple-choice questions and open-ended questions exploring AI usage and perceptions. The key findings are that teachers perceive AI as potentially beneficial for supporting learners with a good proficiency level, analysing text, and for grammar correction as well as individualised learning. However, teachers are concerned about AI making students too reliant on technology which reduces motivation to learn independently which in turn leads to superficial learning causing students to overestimate their proficiency level. Three categories of teacher type emerged in terms of teachers’ attitudes and frequency of AI use in their work: novice (33%), intermediate (40%), and advanced (27%) AI users with varying levels of integration and attitudes toward AI applications. This study suggests that teachers regard AI as having the potential to be a valuable tool in language learning, but teacher training and support are crucial for its effective implementation.
References:
Alm, A. & Ohashi, L. (2024). A Worldwide Study on Language Educators’ Initial Response to ChatGPT. Technology in Language Teaching & Learning 6(1):1-23. https://doi.org/10.29140/tltl.v6n1.1141
Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (Ai)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Du, Y., & Gao, H. (2022). Determinants affecting teachers’ adoption of AI-based applications in EFL context: An analysis of analytic hierarchy process. Education and Information Technologies, 27(7), 9357–9384. https://doi.org/10.1007/s10639-022-11001-y
Hazaymeh, W. A., Bouzenoun, A., & Remache, A. (2024). EFL Instructors’ Perspective on Using AI Applications in English as a Foreign Language Teaching and Learning. Emerging Science Journal, 8, 73–87. https://doi.org/10.28991/esj-2024-sied1-05
Hockly, N. (2023). Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly. RELC Journal, 54(2), 445–451. https://doi.org/10.1177/00336882231168504
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, Research Issues and Applications of Artificial Intelligence in Language Education. Educational Technology ＆ Society, 26(1), 112-131. https://doi.org/10.30191/ETS.202301_26(1).0009
Hubbard, P. & Schulze, M. (2025). AI and the Future of Language Teaching: Motivating Sustained Integrated Professional Development. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 15(1), 1-17. https://doi.org/10.4018/IJCALLT.378304
Hutson, J., Valenzuela, M., Hosto-Marti, B., & Wright, S. (2023). The Role of Higher Education in Developing Durable Skills: Reframing General Education. Journal of Higher Education Theory and Practice, 23(3). https://doi.org/10.33423/jhetp.v23i3.5836
Karataş, F., Abedi, F. Y., Gunyel, F. O., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12574-6
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education Artificial Intelligence, 5, 100156–100156. https://doi.org/10.1016/j.caeai.2023.100156
Krippendorff, K. (2019). Content analysis: An introduction to its methodology. Sage Publications. https://doi.org/10.4135/9781071878781
Lin, C. C., Liu, G. Z., & Wang, T. I. (2017). Development and usability test of an e-learning tool for engineering graduates to develop academic writing in English: A Case study. Educational Technology & Society, 20(4), 148-161.
Mananay, J. A. (2024). Integrating Artificial Intelligence (AI) in Language Teaching: Effectiveness, Challenges, and Strategies. International Journal of Learning Teaching and Educational Research, 23(9), 361–382. https://doi.org/10.26803/ijlter.23.9.19
Nguyen, T. H. B., & Tran, T. D. H. (2023). Exploring the Efficacy of ChatGPT in Language Teaching. AsiaCALL Online Journal, 14(2), 156–167. https://doi.org/10.54855/acoj.2314210
McDonald, P., Hay, S., Cathcart, A. & Feldman, A. (2024). Apostles, Agnostics and Atheists: Engagement with Generative AU by Australian University Staff. QUT Centre for Decent Work and Industry. https://doi.org/10.5204/rep.eprints.252079
Oliver-Hoyo, M., & Allen, D. (2006). The Use of Triangulation Methods in Qualitative Educational Research. Journal of College Science Teaching, 35(4), 42-47.
Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153. https://doi.org/10.2478/jolace-2019-0025
Ranieri, M., Biagini, G., & Cuomo, S. (2025). AI literacy in higher education: A systematic approach to questionnaire development and validation. International Journal of Digital Literacy and Digital Competence, 16(1), 1–25. https://doi.org/10.4018/IJDLDC.388469
Son, J., Ružić, N. K., & Philpott, A. (2023). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning. https://doi.org/10.1515/jccall-2023-0015
Vincent-Lancrin, S. & van der Vlies, R. (2020), "Trustworthy artificial intelligence (AI) in education: Promises and challenges", OECD Education Working Papers, No. 218, OECD Publishing. https://doi.org/10.1787/a6c90fa9-en.
Xue, L., Ghazali, N., & Mahat, J. (2025). Artificial Intelligence (AI) adoption among teachers: A systematic review and agenda for future research. International Journal of Technology in Education (IJTE), 8(3), 802-824. https://doi.org/10.46328/ijte.1191
