Navigating the Boundary: English Language Teachers' Identity Perceptions in the Age of Artificial Intelligence Integration

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division C - Learning and Instruction / Division C - Section 3b: Technology-Based Environments Virtual Poster Session

Abstract

This qualitative study examines how English language instructors in Israeli higher education perceive their professional identity and role in anticipation of artificial intelligence (AI) integration. Through in-depth interviews with 28 faculty members from an English Language Unit, the research explores teachers' evolving professional identities at a critical boundary moment between traditional pedagogy and AI-enhanced instruction. Findings reveal four primary identity themes: The Language Knower (foundational knowledge provider), The Emotional Supporter (human connection facilitator), The Supervisor (critical integration guide), and The Pedagogue (adaptive professional). This study contributes to understanding how educators navigate technological change while preserving core pedagogical commitments, offering insights for professional development and policy-making in AI-enhanced language education.

Authors

• Nizar Bitar, The Max Stern Yezreel Valley College

• Roseanne Kheir Farraj, Max Stern Yezre'el Valley College

• Aya Onallah, The Max Stern Yezreel Valley College