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Naderi, Milad, Karimi, Mohammad Nabi, Hashemi, Mohammad Reza. (1405). AI Literacy, AI Self-Efficacy and Agency as Predictors of EFL Teachers' Intentions to Integrate AI: An Explanatory Mixed Methods Study. , (), -. doi: 10.22034/jls.2026.146817.1421
Milad Naderi; Mohammad Nabi Karimi; Mohammad Reza Hashemi. "AI Literacy, AI Self-Efficacy and Agency as Predictors of EFL Teachers' Intentions to Integrate AI: An Explanatory Mixed Methods Study". , , , 1405, -. doi: 10.22034/jls.2026.146817.1421
Naderi, Milad, Karimi, Mohammad Nabi, Hashemi, Mohammad Reza. (1405). 'AI Literacy, AI Self-Efficacy and Agency as Predictors of EFL Teachers' Intentions to Integrate AI: An Explanatory Mixed Methods Study', , (), pp. -. doi: 10.22034/jls.2026.146817.1421
Naderi, Milad, Karimi, Mohammad Nabi, Hashemi, Mohammad Reza. AI Literacy, AI Self-Efficacy and Agency as Predictors of EFL Teachers' Intentions to Integrate AI: An Explanatory Mixed Methods Study. , 1405; (): -. doi: 10.22034/jls.2026.146817.1421

AI Literacy, AI Self-Efficacy and Agency as Predictors of EFL Teachers' Intentions to Integrate AI: An Explanatory Mixed Methods Study

پژوهش‌های زبان‌شناسی: نظریه و کاربرد
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 25 مهر 1405    اصل مقاله (789.39 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22034/jls.2026.146817.1421
نویسندگان
Milad Naderi1؛ Mohammad Nabi Karimi* 2؛ Mohammad Reza Hashemi3
1PhD Candidate in TEFL, Department of Foreign Languages, Kharazmi University, Tehran, Iran
2Professor in TEFL, Department of Foreign Languages, Kharazmi University, Tehran, Iran
3Associate Professor, Department of Foreign Languages, Kharazmi University, Tehran, Iran
چکیده
Artificial intelligence (AI) is transforming English as a Foreign Language (EFL) instruction, yet factors shaping teachers’ AI-integration intentions remain underexplored. This explanatory mixed-methods study examined associations between AI literacy, AI self-efficacy, integration intentions, and the mediating role of teacher agency. Quantitative data from 304 EFL teachers were analyzed using structural equation modeling, followed by semi-structured interviews with eight purposively selected teachers. AI literacy, AI self-efficacy, and teacher agency were positively associated with integration intentions. Teacher agency showed a direct association with intentions and partially mediated the relationships between AI literacy and intentions and between self-efficacy and intentions. Qualitative findings highlighted critical evaluation of AI outputs, pedagogical confidence, autonomous decision-making, and ownership of instructional choices. These accounts illuminate how teachers’ knowledge, confidence, and agency relate to their stated intentions to integrate AI. The findings suggest that professional development should combine AI literacy development with opportunities to exercise pedagogical judgment and agency.
کلیدواژه‌ها
قصد ادغام هوش مصنوعی؛ سواد هوش مصنوعی؛ عاملیت؛ زبان انگلیسی به‌عنوان زبان خارجی؛ خودکارآمدی در زمینه هوش مصنوعی
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