Exploring Educator Insights: A Qualitative Investigation into the Perceptions and Challenges of Implementing Intelligent English Learning Environments in Chinese Universities

Abstract

Aim: The purpose of this research was to identify the attitudes, concerns, and approaches of Chinese university English educators towards the adoption of intelligent learning technologies in their teaching and learning context of English.

Methodology: This research utilized a qualitative research approach and conducted semi-structured interviews with 10 English tutors from four Chinese universities. The participants were purposively chosen depending on their exposure to the use of intelligent learning technologies in teaching English. Thematic analysis was employed, and since it is reflexive, it enabled the researcher to observe patterns associated with educators’ opinions and insights on the effective implementation of these technologies into English learning.

Findings: Thematic analysis revealed four major themes. First, it outlines the changes within the scope of responsibilities of educators from traditional teachers to guides and tutors in a smart learning context. Second, it depicts the benefits for students and language development caused by the creative and individual approach provoked by the usage of technology and artificial intelligence. Third, it reveals the threats and challenges that arise within this process such as technical problems, reluctance to innovate, and gaps in digital competence. Fourth, it emphasizes a gradual implementation strategy for smart technologies, with an enhanced focus on professional development and training. Concerning the sustainable application of intelligent learning technologies, participants stressed the aspect of stakeholders’ technical support and cooperation. These approaches were considered as being highly advantageous in terms of fulfilling the needs for an individualized educational approach as well as enhancing students’ performance in case of proper application.

Conclusion: In conclusion, despite the compelling possibilities that intelligent learning technologies reveal for English education, they require effective implementation, sufficient professional development, and sustained heartfelt care for instructors and learners.