Abstract
The integration of Generative Artificial Intelligence (GenAI) in English Language Teaching (ELT) is still at an experimental stage, particularly in developing countries where technological access and pedagogical adaptation remain uneven. While global research on AI-enhanced language education is expanding, limited attention has been given to how university-level English teachers in under-resourced contexts navigate these emerging tools. This study addresses this gap by exploring how Bangladeshi English teachers integrate GenAI into first-year writing instruction, focusing on digital equity, teacher agency, and pedagogical adaptability. Grounded in the Post-Method Pedagogical framework, the study examines teachers’ strategies for leveraging GenAI to address contextual needs, while the TPACK concept is employed to understand how educators integrate technological proficiency with content knowledge and pedagogical understanding. Using a qualitative approach, structured individual interviews were conducted with nine university English teachers experimenting with GenAI-assisted teaching for the first time. Findings reveal that although teachers had no prior experience with AI, they: (i) leveraged it through experiential trial and use, (ii) adopted GenAI to access diverse learning resources, (iii) customized instructional materials to better align teaching with learning objectives, (iv) enhanced student engagement and writing outcomes while maintaining critical pedagogical control, and (v) emphasized responsible and ethical AI use. The study contributes to global discussions on AI-supported language education by providing a “glocal” perspective on teacher adaptation, curriculum design, and policy. It offers valuable insights into integrating emerging technologies into English writing instruction in developing contexts, highlighting both opportunities and challenges for educators navigating rapid technological change.
Presenters
Mohammad Mohi UddinGraduate Research Assistant, The College of Education, The University of Alabama, Alabama, United States Faria Nourin Ansaree
Graduate Teaching Assistant, TESOL, English, The University of Alabama, Alabama, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Generative AI, Post-Method Pedagogy, TPACK, Writing Instruction, Teacher Agency, Digital Equity, Lifelong Learning, Bangladesh
