Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i4.5398
Abstract
Despite the rapid proliferation of artificial intelligence (AI) in education, its implementation in underdeveloped regions remains under-explored, creating a significant knowledge gap regarding digital equity. This qualitative case study investigates how an EFL teacher in Shigatse, Tibet, engages with AI throughout the instructional process. Adopting a unified analytical framework that integrates the multidimensional construct of engagement (behavioral, emotional, cognitive) with the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), this study offers a process-oriented examination of teacher practices under resource constraints. Findings reveal that the teacher's engagement is non-linear and front-loaded: while Behavioral Engagement peaked during the Design and Development phases through active material generation, it significantly declined during the Implementation phase due to infrastructural anxiety and instability. Furthermore, the teacher's Emotional Engagement evolved from blind optimism to rational pragmatism, shaped by the paradoxical burden of AI-induced supervision. These results challenge the assumption of seamless AI integration, highlighting that in underdeveloped contexts, teachers must navigate a dichotomy between high preparation hopes and low implementation realities.
Keywords
AI-integrated EFL instruction; engagement; ADDIE model; underdeveloped regions; case study
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[3] Kasneci E, Hitaj B, Seibel F, et al. ChatGPT for higher education and research: A critical review[J/OL]. Frontiers in Education, 2023(8): 1184715. https://doi.org/10.3389/feduc.2023.1184715
[4] Kim J, Su J. The effect of generative AI on EFL writing instruction: Teacher beliefs and pedagogical practices[J/OL]. Language Teaching Research, 2024. https://doi.org/10.1177/13621688241235456
[5] Dahri H, Hameed S A, Bano S. The impact of artificial intelligence on personalized learning and teaching methods[J/OL]. Applied Sciences, 2024, 14(4): 1475. https://doi.org/10.3390/app14041475
[6] Peña-Acuña B, Corga F D R. Learning English as a second language with artificial intelligence for prospective teachers: a systematic review[J/OL]. Frontiers in education, 2024 (9): 1490067.
[7] Zheng S. A study on digital literacy of Chinese secondary school teachers in the era of artificial intelligence[J]. International Journal of Education and Social Development, 2025, 2(1): 48-51.
[8] Nguyen A, Kremantzis M, Essien A, et al. Enhancing student engagement through artificial intelligence (AI): Understanding the basics, opportunities, and challenges[J]. Journal of University Teaching and Learning Practice, 2024, 21(6): 1-13.
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[10] Cao L L, Zhu S. Analysis of the factors influencing the adaptability of college English learning based on artificial intelligence teaching assistance[J]. Mathematical Problems in Engineering, 2022.
[11]Wen F, Li Y, Zhou Y, et al. A study on the relationship between AI anxiety and AI behavioral intention of secondary school students learning English as a foreign language[J/OL]. Journal of Educational Technology Development and Exchange, 2024, 17(1):130-154. https://doi.org/10.18785/jetde.1701.07
[12] Kiryakova G, Angelova N. ChatGPT—A challenging tool for the university professors in their teaching practice[J]. Education Sciences, 2023, 13(10):1056.
[13] Mizumoto A, Eguchi M. Exploring the potential of using an AI language model for automated essay scoring[J]. Research Methods in Applied Linguistics, 2023, 2(2): 100050
[14] Zhou C, Hou F. How do EFL teachers utilize AI tools in their language teaching[J/OL]? Theory & Practice in Language Studies (TPLS), 2025,15(2): 403. https://doi.org/10.17507/tpls.1502.10
[15] Akgun S, Greenhow C. Artificial intelligence in education: Addressing ethical challenges in K-12 settings[J/OL]. AI and Ethics, 2022, 2(3): 431-440. https://doi.org/10.1007/s43681021-00096-7
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[17] Zhang S, Hasim Z. Gamification in EFL/ESL instruction: A systematic review of empirical research[J/OL]. Frontiers in Psychology, 2023( 13): 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
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[19] Davis F D. Perceived usefulness, perceived ease of use, and user acceptance of information technology[J/OL]. MIS Quarterly, 1989, 13(3): 319-340.
[20] Klassen R M, Yerdelen S, Durksen T L. Measuring teacher engagement: development of the engaged teachers scale (ETS)[J/OL]. Frontline Learning Research, 2013, 1(2): 33-52. https://doi.org/10.14786/flr.v1i2.44
[21] Hazaymeh W A, Bouzenoun A, Remache A. EFL instructors' perspective on using AI applications in English as a foreign language teaching and learning[J/OL]. Emerging Science Journal, 2024(8): 73-87.
https://doi.org/10.28991/ESJ-2024-SIED1-05
[22] Lee J, Hung W. Workload distribution in online teaching: A front-loaded pattern in technology-enabled instructional design[J]. Online Learning Journal, 2024, 28(1): 112-134.
[23] Branch R M. Instructional Design: The ADDIE Approach[M]. Berlin: Springer, 2009.
[24] Ussainova G, Seitmuratov A, Issayeva G, et al. Redesigning instructional design with an AI-incorporated ADDIE model for 21st century education[J/OL]. Journal of Curriculum Studies Research, 2025, 7(2): 498-521.
https://doi.org/10.46303/jcsr.2025.31
[25] Selwyn N. Education and Technology: Key Issues and Debates[M]. London: Continuum, 2011.
[26] Creswell J W, Creswell J D. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.)[M]. Thousand Oaks: SAGE Publications, 2018.
[27] Yin R K. Case Study Research and Applications: Design and Methods (6th ed.)[M]. Thousand Oaks: SAGE Publications, 2018.
[28] Bowen G A. Document analysis as a qualitative research method[J/OL]. Qualitative Research Journal, 2009, 9(2): 27-49. https://doi.org/10.3316/QRJ0902027
[29] Saldaña J. The Coding Manual for Qualitative Researchers (4th ed.)[M]. Thousand Oaks: SAGE Publications, 2021.
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