What drives L2 teachers to embrace AI technologies? A phenomenological inquiry into the role of personal and job resources
Yan Wu, Ali Derakhshan
Abstract
This phenomenological research delved into the contributions of personal and job resources to L2 teachers’ adoption of artificial intelligence (AI) in their teaching practices. Data were collected from 27 L2 teachers through an open-ended questionnaire and a narrative frame and analyzed using content analysis. The findings revealed that personal resources, such as technological self-efficacy, AI literacy, openness to innovation, and resilience, can significantly affect L2 teachers’ AI adoption. Job resources, including institutional support, availability of efficient tools, and professional development opportunities, can also exert a direct impact on teachers’ willingness to embrace AI. The study contributes to the understanding of how these resources interact to shape L2 teachers’ engagement with AI and offers practical implications for educational institutions seeking to enhance AI adoption among their educators.