Exploring the Integration of Artificial Intelligence in EFL Teaching: Teachers' Perspectives and Practices in Poland

ABSTRACT

This study investigates how English as a Foreign Language (EFL) teachers in Poland integrate artificial intelligence (AI) into their teaching and how they evaluate its pedagogical value. Drawing on data from a nationwide survey of 358 EFL teachers across educational levels and regions, the study examines patterns of AI use and explores teachers’ perceptions across four interrelated dimensions: perceived benefits and challenges, self‐assessed competence and training, and views on AI's long‐term implications for the teaching profession. The findings indicate that AI‐based tools are widely employed for instructional purposes, particularly for material development and language practice, whereas their use for assessment and administrative tasks remains limited. Teachers generally acknowledge the potential of generative technologies to support instruction and personalize learning; however, they also express substantial concerns regarding academic integrity, students’ cognitive engagement, and ethical implementation. Although respondents largely reject the notion that intelligent applications could replace human educators, many report limited preparedness to integrate them confidently due to insufficient training and institutional support. By offering a large‐scale, context‐sensitive account of EFL teachers’ experiences and perceptions, the study contributes to research on AI in language education and identifies key areas for pedagogical development, professional training, and policy intervention.