Generative AI as Pedagogical Partner: Adoption, Challenges, and Transformation in U.S. Language Classrooms (Stage 3, 8:17 AM)

• In Event: e-Lightning Ed-Talk Session 1 - Stage 3

Abstract

This explanatory mixed-methods study examines how generative artificial intelligence (GenAI) is transforming instructional practice among K–12 world language teachers in the United States. Drawing on the Technology Acceptance Model (TAM), the research analyzes survey responses from 84 world language educators and follow-up interviews with eight high-implementation teachers. Findings reveal that GenAI is most frequently used for lesson planning, target-language text generation, and proficiency-based differentiation—addressing longstanding material and workload constraints in language education. However, integration remains uneven due to institutional restrictions, limited professional development, and tool limitations. The study illustrates how GenAI is reconfiguring teachers’ instructional design processes and professional roles, while highlighting the urgent need for policy frameworks and content-specific support to ensure ethical, effective, and sustainable adoption in language teaching.

Authors

• Jue Wang, University of North Carolina - Charlotte

• Kristin Davin, University of North Carolina - Charlotte