Journal of Critical Applied Linguistics Studies

en A Qualitative Study of AI-Assisted Coaching in Iranian In-service EFL Teachers تخصصي Special پژوهشي Research 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.   adaptive teaching practices, AI-assisted coaching, lifelong learning, continuous professional development 0 0 http://cals.gonbad.ac.ir/browse.php?a_code=A-10-69-1&slc_lang=en&sid=1 Rajab Esfandiari esfandiari@hum.ikiu.ac.ir 1003194753284600652 1003194753284600652 Yes Imam Khomeini International University Mohammad Hossein Arefian arefian.m@yahoo.com 1003194753284600653 1003194753284600653 No Imam Khomeini International University