Attitudes of Junior High School EFL Teachers Across Generations Toward AI Integration in English Language Teaching (ELT): An Appraisal Theory Analysis

Abstract

Artificial Intelligence (AI) is increasingly integrated into English Language Teaching (ELT), yet teachers across generations engage with it differently. This study examines the cross-generational attitudes of junior high school English teachers toward AI integration, using Appraisal Theory as an analytical framework. Findings reveal that Generation Z teachers recognize AI’s potential but lack confidence in effectively utilizing it, requiring hands-on technical training in lesson planning, assessments, and interactive learning. Generation Y teachers demonstrate a balanced perspective, benefiting from structured training that combines theoretical and practical applications. Meanwhile, Generation X teachers remain cautious, often restricting AI to administrative tasks, necessitating experience-based training that gradually introduces AI into their teaching practices. The study highlights that AI adoption is not solely a technical issue but also a pedagogical and attitudinal challenge influenced by teachers’ digital literacy, self-efficacy, and ethical considerations. Tailoring AI training programs to generational needs rather than applying a uniform approach can better support educators in integrating AI effectively. These findings contribute to the discourse on AI in education, emphasizing the need for professional development that bridges generational gaps and promotes sustainable technology use in ELT.