Impact of Professional Development on AI Integration in English Language Classes

Abstract

This study examined the influence of targeted professional development (PD) on the integration of Artificial Intelligence (AI) tools in English Language Teaching (ELT) at Nile Valley University. Utilizing classroom observations and structured interviews with 30 teachers, the study investigated how PD initiatives redefine teachers' confidence, pedagogical practices, and attitudes towards AI adoption. The primary tools examined included AI-based writing assistants, pronunciation software, and adaptive learning platforms. Results indicate significant growth in instructor self-efficacy (rising from 2.9 to 4.2 on a 5-point Likert scale) and a distinct pedagogical shift, with AI tools supporting learner autonomy, reducing grading time, and increasing student engagement. Identified obstacles included unstable internet connectivity and large class sizes, while peer mentoring and tutorial assistance facilitated uptake. The study concluded that successful AI integration in ELT depends on a dual commitment: ongoing, practice-led professional development and robust institutional support. The findings offer contextual validation for the Technology Acceptance Model (TAM) by highlighting the mediating function of PD in bridging the gap between perceived usefulness and actual usage in low-resource contexts.