فصل الخطاب
Volume 15, Numéro 2, Pages 715-728
2026-06-30

Teachers’ Readiness And Challenges In Integrating Generative Ai Tools Into Efl Classrooms, The Case Of Efl Teachers At Ibn Khaldoun University



Authors : Toubeida Moustafa .

Abstract

This study investigates EFL teachers’ readiness to integrate generative AI tools, the factors influencing their readiness, the challenges encountered, and their perceptions of AI’s pedagogical value and risks. Using a mixed-methods design, data were collected from 25 full and part time teachers from department of English at Ibn Khaldoun University via a questionnaire and semi-structured interviews. Quantitative findings revealed moderate readiness levels with AI literacy, technological competence, and pedagogical knowledge emerging as significant determinants. Major challenges included lack of training, limited institutional support, technical infrastructure issues, and ethical concerns. Qualitative insights highlighted both the pedagogical benefits and systemic barriers. Overall, teachers were willing to adopt AI but required structured training and institutional support to do so effectively. The study contributes to EFL pedagogy by integrating TPACK, TAM, and AI literacy frameworks, emphasizing AI literacy as a critical mediator between teacher perception and successful classroom implementation.

Keywords

Generative AI, EFL, Teachers’ Readiness, AI Literacy, TPACK, Educational Technology

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