Teacher backgrounds as interpretive lenses: A collaborative study of AI integration in EFL

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Published

2026-05-26
Issue: Volume 2 Issue 1 (2026)
Section: Articles

Copyright (c) 2026 Olga Li, Elizabeth Usui

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors

  • Olga Li Email Toyama Prefectural University, Japan
  • Elizabeth Usui Email Toyama Prefectural University, Japan
DOI: https://doi.org/10.29140/jct.v2n1.103473

Abstract

Two instructors at the same Japanese university compared two parallel implementations of ChatGPT-assisted draft revision within identical course structures. The results showed how teacher backgrounds, beliefs, and experience function in shaping pedagogical realities and teacher attitudes toward generative artificial intelligence (GenAI) integration in English as a Foreign Language (EFL) classrooms. The study proposes that professional dialogue between instructors with different beliefs and experiences may be productive for effective AI implementation.

Keywords: AI integration, teacher beliefs, ChatGPT, teacher backgrounds

Suggested Citation:

Li, O., & Usui, E. (2026). Teacher backgrounds as interpretive lenses: A collaborative study of AI integration in EFL. JALTCALL Trends, 2(1), 103473. https://doi.org/10.29140/jct.v2n1.103473