AI Anxiety in English Language Education: A Study of Iranian EFL Teachers' Perceptions and Demographic Influences

Abstract

Generative Artificial Intelligence (GenAI) is increasingly recognized as a transformative force in education, offering innovative ways to improve teaching and learning. However, integrating these technologies into educational settings poses significant challenges. Teachers often express skepticism and anxiety about implementing GenAI tools due to various factors (e.g., lack of familiarity and concerns about job displacement). This study aimed to investigate the level of AI anxiety (AIA) among Iranian English as a Foreign Language (EFL) teachers, focusing on their perceptions of GenAI tools such as ChatGPT in language teaching. In addition, the research examined differences in AI anxiety based on demographic variables such as age, gender, teaching experience, field of study, and educational level. A total of 444 Iranian EFL teachers from different language education institutions participated in the study, with data collected through an online questionnaire. The results revealed moderate level of AIA among EFL teachers. The study also showed that there were no statistically significant differences in AIA based on the gender, age, field of study, and highest level of education. However, significant difference in AIA among EFL teachers based on their teaching experience was revealed. Specifically, EFL teachers with fewer years of teaching experience (1-3 years) tended to have significantly lower AIA compared to those with moderate teaching experience (4-20 years). To address AIA among EFL teachers, targeted professional development programs should be implemented to enhance teachers' AI literacy and confidence. Additionally, educational institutions should ensure that AI implementation is accompanied by clear guidelines and pedagogical frameworks to alleviate concerns about job security and teaching autonomy.