Preparing English Language Instructors for the AI Era: A Professional Development Approach

The study explores the effects of a professional development program on English language instructors’ (1) knowledge, (2) practical skills, and (3) self-efficacy in incorporating artificial intelligence (AI) into their pedagogical practices. Grounded in the theoretical frameworks of cognitive apprenticeship and socio-constructivism, the study was conducted with 15 university-level instructors. Data were collected from two primary sources— participants’ perspectives and recorded teaching sessions—using four tools: pre- and post-course interviews, weekly instructional implementations, reflective journals on AI use, and course feedback. The findings indicate that the training program had a substantial impact, fostering enhanced integration of AI into teaching practices. Participants demonstrated notable development in their conceptual understanding, instructional competence, and confidence in using AI tools. Furthermore, the study identified several challenges and constraints, offering insight into the multifaceted nature of preparing language educators for AI-enhanced instruction. This course may thus serve as a replicable model for fostering AI readiness among English language teachers.