English Language Teachers’ Psychological Responses to AI Integration: A Grounded Theory Approach

Abstract

Objective: This study explored English language teachers’ psychological responses to AI integration and the process through which initial negative emotions evolve with experience and strategic use of AI. Methods and Materials: Using a qualitative grounded theory design, eight part-time English teachers from diverse institutions were recruited via convenience sampling. Data were collected through open-ended, in-depth interviews. Analysis followed Corbin and Strauss’s coding procedures (open, axial, and selective coding) with constant comparison to develop categories and a central explanatory account of teachers’ experiences. Findings: The core category was “Negotiating professional identity in AI-infused classrooms.” Two dominant psychological strains—anxiety and fear—were identified. These emotions were primarily rooted in perceived job obsolescence, threats to professional credibility/identity, and uncertainty about teachers’ evolving roles. As participants gained hands-on experience, many reported a shift toward strategic engagement, describing improved instructional creativity, reduced workload in routine tasks, higher job satisfaction, and better well-being, while still emphasizing the irreplaceable human elements of teaching. Conclusion: AI integration can trigger identity-related distress among ELT teachers, yet purposeful, supported use may transform early anxiety and fear into adaptive empowerment. Professional development should address both technical competence and psychological adjustment (e.g., identity-reframing and ethical guidance) to sustain a healthy balance between AI affordances and human-centered pedagogy.