QIANYI WAN,HAILONG ZHANG,TENGFEI LIU
DOI: https://doi.org/The rapid integration of AI tools into educational contexts is transforming the landscape of EFL instruction, particularly in higher education. While student-centered studies have explored how learners utilize AI-based writing and translation technologies, less attention has been paid to teachers’ perspectives and pedagogical responses. This study investigates EFL university instructors’ perceptions and classroom practices regarding AI language tools, using a sequential explanatory mixed-methods design. Survey data were collected from 146 EFL instructors across diverse institutions, followed by semi-structured interviews with 15 selected participants. Quantitative findings suggest that most teachers view AI tools such as ChatGPT and Grammarly as useful for improving linguistic accuracy and reducing student anxiety, yet express concerns about plagiarism, overreliance, and diminished learner autonomy. Qualitative analysis further reveals three dominant orientations toward AI—facilitators, cautious integrators, and resistors—shaped by pedagogical beliefs, institutional clarity, and perceived control over student learning. Although AI integration remains partial and uneven, many teachers are actively negotiating its role in their instructional design.
