English Teachers’ Professional Identity in the Age of AI: A Meta-Ethnographic Synthesis
Keywords:
Artificial intelligence (AI); English teachers; teachers’ identity; meta-ethnographic synthesis; qualitative approachAbstract
Artificial intelligence (AI) is rapidly reshaping the instructional practices that guide teachers as facilitators of the teaching-learning processes in the classroom. This study explored the teachers’ identity in the age of AI: how they have adapted to new professional roles, and how they have evolved as co-creators of AI-mediated pedagogy. Using qualitative meta-synthesis, eight peer-reviewed studies published from 2020 to 2025 were systematically identified through Scopus, ERIC, Google Scholar, and Publish or Perish, and appraised using the CASP qualitative checklist. Using Noblit and Hare’s meta-ethnography, the findings were obtained through reciprocal translation and line-of-argument synthesis. The analysis revealed a dynamic process of identity reconstruction across three interconnected phases: disruption, adaptation, and evolution. The teachers experienced identity disruption in their expertise, pedagogical skills, and ethical views. This was followed by adaptation, in which teachers assumed professional roles ranging from instructors to AI-augmented mentors. Ultimately, teachers evolved as co-creators of AI-mediated pedagogy, exercising agency in integrating AI, while sustaining human-centered teaching practices. The study concludes that AI has shaped the English teachers’ professional identity. It is recommended that teachers receive AI professional development to guide them.
https://doi.org/10.26803/ijlter.25.6.48
References
Abao, E. L., Petancio, J. M., Sanchez, J. M. P., & Sumalinog, G. G. (2023). Performance of beginning teachers in the licensure examination for teachers: a national study. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1240658
Albiladi, W. S., & Al-Ghamdi, M. (2022). Feedback techniques in English writing course: Exploring adult English language learners' perceptions and experiences. Journal of Language and Linguistic Studies, 18(3), 88–89.
Ali, O., Murray, P. A., Momin, M., Dwivedi, Y. K., & Malik, T. (2023). The effects of artificial intelligence applications in educational settings: Challenges and strategies. Technological Forecasting and Social Change, 199, 123076. https://doi.org/10.1016/j.techfore.2023.123076
Almasri, F. (2024). Exploring the impact of artificial intelligence in teaching and learning of Science: A systematic review of empirical research. Research in Science Education, 54(5), 977–997. https://doi.org/10.1007/s11165-024-10176-3
Almashour, M., Aldamen, H. K., & Jarrah, M. (2025). “They know AI, but they also know us”: student perceptions of EFL teacher identity in AI-enhanced classrooms in Jordan. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1611147
Alwaqdani, M. (2024). Investigating teachers’ perceptions of artificial intelligence tools in education: potential and difficulties. Education and Information Technologies, 30(3), 2737–2755. https://doi.org/10.1007/s10639-024-12903-9
Chen, Y. (2022). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813. https://doi.org/10.1080/09588221.2022.2055083
Copur-Gencturk, Y., Li, J., & Atabas, S. (2024). Improving teaching at scale: Can AI be incorporated into professional development to create interactive, personalized learning for teachers? American Educational Research Journal, 61(4), 767–802. https://doi.org/10.3102/00028312241248514
dos Santos, A. D. P., Loke, L., Yacef, K., & Martinez-Maldonado, R. (2022). Enriching teachers’ assessments of rhythmic Forró dance skills by modelling motion sensor data. International Journal of Human-Computer Studies, 161, 102776. https://doi.org/10.1016/j.ijhcs.2022.102776
Ekizer, F. N. (2025). Exploring the impact of artificial intelligence on English language teaching: A meta-analysis. Acta Psychologica, 260, 105649. https://doi.org/10.1016/j.actpsy.2025.105649
Engeness, I., & Gamlem, S. M. (2025). Agency in digital education: Empowering students and teachers in technology-rich learning environments. Education Sciences, 15(8), 1051. https://doi.org/10.3390/educsci15081051
Gaševi?, D., Siemens, G., & Sadiq, S. (2023). Empowering learners for the age of artificial intelligence. Computers and Education Artificial Intelligence, 4, 100130. https://doi.org/10.1016/j.caeai.2023.100130
Ghafouri, M., Hassaskhah, J., & Mahdavi-Zafarghandi, A. (2024). From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill. Language Teaching Research, 2(1), 1–15. https://doi.org/10.1177/13621688241239764
Ghiasvand, F., & Seyri, H. (2025). A collaborative reflection on the synergy of artificial intelligence (AI) and language teacher identity reconstruction. Teaching and Teacher Education, 160, 105022. https://doi.org/10.1016/j.tate.2025.105022
Goles, C. E., Sánchez, J. M. P., Sumalinog, G. G., Mananay, J. A., & Alejandro, I. M. V. (2024). Beyond the pandemic: The changing landscape of technology integration in higher education in Central Visayas, Philippines. CTU Journal of Innovation and Sustainable Development, 16(1), 150–159. https://doi.org/10.22144/ctujoisd.2024.262
Gu, Y. (2024). A study of the identity process of novice teachers and their professional adaptation. Journal of Education Humanities and Social Sciences, 40, 214–220. https://doi.org/10.54097/bcwcca80
Guo, Y., & Wang, Y. (2024). Exploring the effects of artificial intelligence application on EFL students’ academic engagement and emotional Experiences: a Mixed?Methods study. European Journal of Education, 60(1). https://doi.org/10.1111/ejed.12812
Haghi, S., Alpat, M. F., & Kamali, J. (2026). AI-mediated instruction and novice language teachers’ identity: reinforcing and disrupting factors. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1722903
Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks Standards and Evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089
Huang, X., Xu, W., Li, F., & Yu, Z. (2024). A meta-analysis of effects of automated writing evaluation on anxiety, motivation, and second language writing skills. The Asia-Pacific Education Researcher, 33(6), 957-976 https://doi.org/10.1007/s40299-024-00865-y
Ismail, A., & Ibrahim, H. B. (2025). Teachers’ professional identity in the era of artificial intelligence: A phenomenological study. International Journal of Professional Development Learners and Learning, 7(2), e2517. https://doi.org/10.30935/ijpdll/17416
Ji, H., Han, I., & Park, S. (2024). Teaching foreign language with conversational AI: Teacher-student-AI interaction. Language, Learning and Technology, 28(2), 91–108. https://hdl.handle.net/10125/73573
Karatas, F., Abedi, F. Y., Gunyel, F. O., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies, 29(15), 19343–19366. https://doi.org/10.1007/s10639-024-12574-6
Kemelbekova, Z., Degtyareva, X., Yessenaman, S., Ismailova, D., & Seidaliyeva, G. (2024). AI in teaching English as a foreign language: Effectiveness and prospects in Kazakh higher education. XLinguae, 17(1), 69–83. https://doi.org/10.18355/XL.2024.17.01.05
Kitcharoen, P., Howimanporn, S., & Chookaew, S. (2024). Enhancing teachers’ AI competencies through artificial intelligence of things professional development training. International Journal of Interactive Mobile Technologies (iJIM), 18(2), 4–15. https://doi.org/10.3991/ijim.v18i02.46613
Kusuma, I. P. I., Roni, M., Dewi, K. S., & Mahendrayana, G. (2024). Revealing the potential of ChatGPT for English language teaching: EFL preservice teachers’ teaching practicum experience. Studies in English Language and Education, 11(2), 650–670. https://doi.org/10.24815/siele.v11i2.34748
Lacuna, J. R. (2025). Exploring the readiness of pre-service teachers for AI integration in Philippine education. International Journal of Research and Innovation in Social Science, 9(3), 4907–4924. https://doi.org/10.47772/IJRISS.2025.90300392
Lan, Y. (2024). Through tensions to identity-based motivations: Exploring teacher professional identity in artificial intelligence-enhanced teacher training. Teaching and Teacher Education, 151, 104736. https://doi.org/10.1016/j.tate.2024.104736
Li, Z. (2021). Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence. System, 99, 102505. https://doi.org/10.1016/j.system.2021.102505
Mustafa, M. Y., Tlili, A., Lampropoulos, G., Huang, R., Jandri?, P., Zhao, J., Salha, S., Xu, L., Panda, S., Kinshuk, López-Pernas, S., & Saqr, M. (2024). A systematic review of literature reviews on artificial intelligence in education (AIED): a roadmap to a future research agenda. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00350-5
Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Sage, 11(2), 33–45. https://methods.sagepub.com/book/mono/meta-ethnography/chpt/metaethnographic-approach
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 89. https://doi.org/10.1186/s13643-021-01626-4
Satvati, N., Kamali, J., Boldaji, F. S., Khodadadi, M., & Akhondi, S. (2025). AI Integration into language education and teacher identity: An ecological perspective. Language Teaching Research Quarterly, 47, 1–19. https://doi.org/10.32038/ltrq.2025.47.01
Sadykova, G., & Kayumova, A. (2024). Educators’ perception of artificial intelligence as an instructional tool. TEM Journal, 13(4), 3194–3204. https://doi.org/10.18421/TEM134-54
Sumalinog, G., Corales, E., & Goles, C. (2022). Learning management in virtual classroom: A phenomenological study. Journal of Research, Policy & Practice of Teachers & Teacher Education, 12(2), 66–81. https://doi.org/10.37134/jrpptte.vol12.2.5.2022
Sumalinog, G. (2018). Factors affecting the listening comprehension skills of the foreign students. International Review of Social Sciences, 6(11), 611–617. https://www.researchgate.net/publication/328612449_Factors_Affecting_the_Listening_Comprehension_Skills_of_the_Foreign_Students
Sun, N., & Sun, Y. (2025). The role of artificial intelligence (AI) tools in EFL teachers’ passion for self-directed professional development. Acta Psychologica, 260, 105546. https://doi.org/10.1016/j.actpsy.2025.105546
Tan, X., Cheng, G., & Ling, M. H. (2024). Artificial intelligence in teaching and teacher professional development: A systematic review. Computers and Education Artificial Intelligence, 8, 100355. https://doi.org/10.1016/j.caeai.2024.100355
Teng, M., & Yip, J. (2025). A narrative inquiry into language teacher identity construction in the global GenAI context. International Journal of TESOL Studies, 7(10), 1–21. https://doi.org/10.58304/ijts.250901
Ulla, M. B., Advincula, M. J., Mombay, C. D., & Mercullo, H. M. (2024) How can GenAI foster an inclusive language classroom?: A critical language pedagogy perspective from Philippine university teachers. Computers and Education Artificial Intelligence, 7(3), 100314. https://doi.org/10.1016/j.caeai.2024.100314
Wei, X., Wang, L., Koszalka, T. A., Lee, L., & Liu, R. (2025). Enhancing pre-service teachers’ reflective thinking skills through generative AI-assisted digital storytelling creation: A three-dimensional framework analysis. Computers & Education, 235, 105356. https://doi.org/10.1016/j.compedu.2025.105356
Zaman, S., Hussain, M., & Tabassam, M. (2024). Use of artificial intelligence in education: English language teachers’ identity negotiation in higher education. Journal of Asian Development Studies, 13(3), 861–869. https://doi.org/10.62345/jads.2024.13.3.70
Zhang H., & Cao, J. (2025). From digital disruption to mental health: The impact of AI-induced educational anxiety on teacher well-being in the era of smart education. BMC Public Health, 25(1), 4010. https://doi.org/10.1186/s12889-025-25372-7
Zhou, Q., Hashim, H., & Sulaiman, N. A. (2024). Digital echoes: Crafting Chinese EFL teacher identity in the era of AI-enhanced instruction—A qualitative exploration. Forum for Linguistic Studies, 6(5), 32–50. https://doi.org/10.30564/fls.v6i5.6864
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Gino Gasang Sumalinog
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
