Exploring EFL After-school Teachers’ Identity Reconstruction and Emotion in the Context of AI: A Self-determination Theory Perspective

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 1
  In Roundtable Session: Teaching with AI: Identities, Challenges, and Burnout

Abstract

Guided by Self-Determination Theory (SDT), this study explores how AI technology influences the professional identity and emotional experiences of Chinese EFL after-school teachers. Using a qualitative research approach, data were collected from six after-school EFL teachers in Northwest China through interviews, focus groups, and teaching reflections. Thematic analysis revealed how AI impacts teachers’ perceptions of autonomy, competence, and relatedness, shaping their identity and emotional adjustment. The findings highlight the profound impact of technological changes in teaching and learning on the identity reconstruction and emotional experiences of EFL teachers. The research contributes to a deeper understanding of how teachers navigate technological transformation and offers empirical insights for the future development of EFL teacher training and support systems.

Authors

• Chang Liu, University of Rochester

• Zhuoyu Yang, The George Washington University