Co‐existing and co‐constructing with AI: Beliefs, practices, and professional readiness of online language coaches

Abstract This study examines how online Spanish language coaches, that is, trained native speakers who facilitate authentic conversational practice, perceive and use artificial intelligence (AI) in virtual language teaching. While previous research has predominantly focused on classroom teachers, we use a mixed‐methods design that includes a questionnaire and open‐ended responses from 96 coaches based in 15 Spanish‐speaking countries. We examine their familiarity with AI, attitudes toward its use, and views on how it may complement human interaction in language learning. Coaches see clear benefits in using AI for lesson planning, personalization, and idea generation, but they also express concerns about data privacy and ethics, misinformation, reduced critical thinking, and the loss of emotional connection and cultural authenticity. Regression analyses show that familiarity with AI and comfort using it are the strongest predictors of perceived usefulness and willingness to integrate this technology into practice. The findings suggest that professional development should strengthen AI literacy while preserving the interpersonal and intercultural dimensions of language learning. Clear institutional guidance is also needed on AI use and pedagogical approaches that integrate AI without diminishing meaningful human interaction.