Volume 3, Issue 1 (January 2026)
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Esfandiari R, Arefian M H. A Qualitative Study of AI-Assisted Coaching in Iranian In-service EFL Teachers. JCALS 2026; 3 (1) : 1
URL: http://cals.gonbad.ac.ir/article-1-65-en.html
URL: http://cals.gonbad.ac.ir/article-1-65-en.html
Rajab Esfandiari (Corresponding Author), Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran.
Mohammad Hossein Arefian, PhD Candidate in ELT, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran.
Mohammad Hossein Arefian, PhD Candidate in ELT, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran.
Abstract: (148 Views)
Lifelong learning is indispensable for EFL teachers, yet traditional professional development (PD) often fails to be continuous, or personalized. This study explored the potential of AI-assisted coaching to address this gap within under-resourced public schools in Iran. Employing an interpretative phenomenological analysis (IPA) design, the researchers collected the data through semi-structured interviews, reflective journals, and classroom observations from 17 Iranian in-service EFL teachers following a 2-week blended AI coaching workshop. Findings revealed that the teachers perceived that AI tools supported continuous professional development (CPD), by providing tailored feedback, facilitating reflective practice, and empowering data-driven teaching modifications. Challenges included infrastructural inequalities, ethical concerns, and tensions between AI reliance and teacher autonomy. The findings highlight AI’s potential as a scaffold for adaptive teaching while stressing the need for culturally responsive, equitable, and teacher-centered AI incorporation. The findings prioritize the development of teacher-controlled AI tools that respect autonomy while offering context-sensitive support.
Article number: 1
Keywords: adaptive teaching practices, AI-assisted coaching, lifelong learning, continuous professional development
Type of Study: Research |
Subject:
Special
Received: 2025/07/6 | Accepted: 2025/09/23 | Published: 2026/01/1
Received: 2025/07/6 | Accepted: 2025/09/23 | Published: 2026/01/1
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