Exploring the Adoption of AI-Assisted Teaching Among TESOL Instructors at a University in Tashkent

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Exploring the Adoption of AI-Assisted Teaching Among TESOL Instructors at a University in Tashkent

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This qualitative study investigated the use of AI-assisted teaching technologies by TESOL instructors at a university in Tashkent, Uzbekistan. Focusing on instructors’ levels of awareness, self-reported use, preceding or sociocultural-ethical AI-related perceptions, and challenges AI integration into language education, the study was guided by the Technology Acceptance Model (TAM) along with Social Constructivism. Data were collected through surveys, semi-structured interviews, and reflective journals, then analyzed using thematic analysis in NVivo software. Most participants were aware of the existence of AI-assisted tools such as ChatGPT, QuillBot and Grammarly, but their adoption of such tools remained at a different level. The main usage of AI assisted tool is for lesson planning and activity creation, brainstorming ideas. Instructors cited lack of training, tool limitations, ethical concerns and sociocultural factors such as dealing with plagiarism and lacking specific institutional policies. Research shows that TESOL instructors treated the innovation carefully and with a high level of ethical consideration when incorporating AI technologies into their lessons. This study advocates for professional development in AI and policy frameworks for TESOL educators to have meaningful ethical AI use in TESOL classrooms. This will contribute to the discussion on integrating AI technologies in education and assist institutions adopting new technologies in language instruction.

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