High School Teachers’ Adoption of Generative AI: Antecedents of Instructional AI Utility in the Early Stages of School-Specific Chatbot Implementation

This article aims to explore the factors that influence high school teachers’ adoption and perceived utility of generative AI, specifically a chatbot, in their instructional practices. The study investigates the following research questions: Key Takeaways These findings provide insights into the early stages of chatbot implementation in schools, highlighting the importance of self-efficacy, management support,

Exploring the effects of AI literacy in teacher learning: an empirical study

This article explores the effects of AI literacy on teacher learning and investigate the determinants of teachers’ intentions to learn AI. The study aims to promote AI learning among K-12 teachers and contribute to the field of AI education. The key takeaways from the article are as follows: These findings provide insights into promoting AI

AI and English language teaching: Affordances and challenges (BERA/Article)

The key takeaways from the paper titled “AI and English language teaching: Affordances and challenges” are as follows:

Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences (Article)

This paper is important for ESL teachers because it explores the use of artificial intelligence (AI) in informal digital learning of English by Chinese EFL learners. It specifically focuses on the adoption and experiences of Chinese EFL learners who utilize large language model platforms, such as ChatGPT and Bing Chat, for language learning purposes. The