Keywords
teachers’ perceptions
teachers’ expectations towards administrators
administrators’ responses to teachers’ expectations
How to Cite
Abstract
Teachers' perceptions of AI use in language learning are mixed while policies and regulations cannot keep up with the increasing application of this technology in education. This study aims to explore L2 teachers’ conceptualization of learners' appropriate use of AI tools, their expectations of the role of administrators in response to this technology trend, and administrators’ response to such perceptions and expectations. A multi-method qualitative research design was employed. First, two focus group interviews were conducted with English language teachers at higher education institutions in Vietnam. Afterwards, four heads of school and program directors participated in semi-structured interviews where they shared their views of the trend and responded to the teachers’ expectations. Key results from the study include specific instances in which students should be allowed to use AI both in class activities and homework assignments, for example brainstorming and group work activities and self-improvement of language skills. The findings also reveal that only a few of teachers’ expectations have been addressed due to obstacles at the organizational level. Two important implications made by the study are the demands for updated and transparent policies and regular and open communication between educators and managers.
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