The Impact of Technology and Artificial Intelligence on Self-Training and Professional Development of Iranian Undergraduate TEFL Students

Document Type : Research Paper

Authors

Department of Foreign Languages, ST.C., Islamic Azad University, Tehran, Iran

10.22034/elt.2026.70966.2841

Abstract

This study investigates the role of Artificial Intelligence (AI) and digital technologies in supporting self-training and professional development among undergraduate TEFL students at a single branch of Islamic Azad University (South Tehran). Employing an explanatory sequential mixed-methods design, the study first analyzed quantitative survey data and subsequently used qualitative interview responses to explain and elaborate on the statistical findings. Data were collected from 30 undergraduate students selected through convenience sampling. Questionnaire responses were measured using dichotomous categorical variables (agree/disagree), and Chi-square goodness-of-fit tests were conducted to determine whether observed frequencies significantly differed from expected distributions. The results indicate that technology was significantly associated with increased perceptions of learning flexibility, engagement, and language skill development. Qualitative findings revealed that learners relied on AI-powered writing evaluators, conversational chatbots (e.g., ChatGPT), grammar checkers, machine translation tools, and online learning platforms to enhance their English proficiency and autonomous learning practices. Despite certain infrastructural and economic barriers, students generally perceived AI and digital technologies as important components of their academic and professional growth. Given the limited sample size and single-site context, the findings should be interpreted as context-specific and require replication across diverse higher education settings.

Keywords

Main Subjects

References

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