Bridging Perceptions and Practice: Teachers’ Views and Classroom Use of Artificial Intelligence (AI)-Supported Feedback in University English as a Foreign Language (EFL) Writing Classes

Abstract

The rapid development in artificial intelligence has brought significant changes in teaching and learning practices in the context of higher education English as a Foreign Language context. This empirical study focuses on three research questions. These are tertiary-level English teachers’ perceptions of artificial intelligence assisted feedback, their approaches to incorporating it into teaching, and the challenges they encounter in implementing it in the English as a Foreign Language classroom, guided by the Technology Acceptance Model. Using a mixed-method approach, data were collected from 120 university English teachers via questionnaires. Results show teachers indicate high perceived usefulness (M = 4.13), ease of use (M = 4.10), and overall acceptance (M = 4.08), but lower actual use (M = 3.97). Teachers specifically use artificial intelligence during drafting and revision (M = 3.75), alongside their guidance (M = 3.58). However, the regression analysis (R² =.006) suggests that a positive attitude cannot ensure the successful integration of artificial intelligence in the English as a Foreign Language classroom. Barriers such as implicit institutional policy, ethical concerns, limited training opportunities, and students’ overdependency on artificial intelligence tools hinder regular application. These issues are reflected in low monitoring (M = 2.50) and discussing limitations (M = 1.75). Thus, this study highlights the critical gap that remains between teachers’ positive perceptions and practical integration, emphasizing the role of effective pedagogical mediation of artificial intelligence tools.