Language Teachers' Alignment with Generative AI Utilization in Teaching Writing Skills: Reconfiguring Their Professional Identity in Teaching Implementation

Abstract

This study examines how language teachers perceive the integration of generative artificial intelligence (AI) tools in teaching writing skills. Utilizing a quantitative, descriptive-analytical approach, the research explores the alignment of 420 teachers of English, Arabic, and French from secondary schools in Saudi Arabia, Egypt, and Jordan regarding the use of AI in the writing process. The study focuses on three core stages of writing: planning, implementation, and assessment, with a fourth aspect addressing the impact of AI on teachers' professional identity. A structured survey was used to gather teachers’ perspectives on how AI can assist in each of these stages, and the results revealed a generally positive alignment with AI in the planning and assessment stages. However, significant resistance was found in the implementation stage, where teachers felt that AI could not fully replace their role in guiding the writing process. Additionally, many teachers expressed concerns about how AI could challenge their professional identity, fearing that its integration could undermine their expertise and personal involvement in the classroom. These findings highlight the nuanced relationship between AI adoption and resistance, suggesting that while AI can be a valuable tool in supporting teachers, its potential to reshape the role of educators remains a point of contention. In conclusion, while teachers show some openness to integrating AI in specific areas, they remain cautious about its broader impact on the teaching profession, especially in maintaining the human aspect of teaching writing skills.