Showcased in EL Gazette – a renowned news organisation for the English Language Teaching industry – the study was led by Dr Nahal Khabbazbashi from the University’s Centre for Research in English Language Learning & Assessment (CRELLA) and Dr Evelina Galaczi from the University of Cambridge.

As part of the study, the researchers surveyed more than 380 language teachers from 70 countries about their experiences using the technology and found that 51%  said they are comfortable using AI and over a third (40%) use it on a weekly basis.

Amongst the most popular uses was assistance in creating lesson plans and assignment briefs, with many educators referring to AI as a ‘collaborator’. One teacher from Bosnia Herzegovina also told the study that it serves as a ‘second pair of eyes when reviewing materials’.

The research also revealed a high demand for more AI training as part of professional development. This included 25% of teachers believing that they would require ongoing monthly training.

However, some teachers also expressed concerns about the use of this technology and associated risks of plagiarism, misinformation, and unequal access to technology.

Following on from this research, academics at CRELLA are set to undertake a new project examining the use of AI among students from the so-called ‘Generation Z’ – those born between 1996 and 2010.

Speaking about this research, Dr Khabbazbashi said: “It is an exciting time to be working on research related to Generative AI in language education and I am so pleased that this joint study has received media attention. I am also delighted that our team has received additional funding to work on a follow-up research, this time examining Generation Z student experiences with AI, which should have important implications for our own students at the University of Bedfordshire. So watch this space!”