Orchestrating The Ai Classroom: Reconceptualizing Teacher Agency Through Instructional Interaction Design In L2 Education.
Auteurs : Fiala Ouissem . Haddad Chafia .
Résumé
The existing proliferation of Generative AI in language education has sparked a dichotomy of discourse from utopian efficiency to dystopian displacement. While current research prioritizes learner interaction with AI, few scholars examine the ontological evolution of the instructor. This conceptual paper challenges the prevailing "replacement narrative", arguing that AI integration into Second Language Acquisition elevates, rather than diminishes the need for human pedagogical expertise. This research proposes a framework which redefines the language teacher as an Instructional Interaction Designer not as a linguistic purveyor who orchestrates the triadic relationship between learner, teacher, and artificial agent. Deriving from principles of Critical AI Literacy and Socio-Constructivist theory, this new framework articulates three dimensions of agency: (1) Curatorial Agency, (2) the Analytic Feedback Loop, and (3) Socio-Affective Anchoring. The repositioning of the teacher as the "Human-in-the-Loop," ensures that AI serves as a scaffold for cognitive development not a bypass.
Mots clés
Teacher Agency ; Instructional Design ; Generative AI ; Critical Digital Pedagogy ; Human-in-the-Loop
