Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program

This study aimed to explore how 50 in-service primary school teachers enhanced self-efficacy beliefs in artificial intelligence (AI)-based technology integration into English speaking teaching through a professional development program. Grounded in social cognitive theory, this study revealed that community support assisted the teachers in overcoming challenges in implementing AI-based technology in lessons, leading to the development of enactive mastery experiences. Through these experiences, teachers increased self-efficacy beliefs in AI-based technology integration into English speaking teaching regarding classroom management, student engagement, and instructional strategies. These findings suggest that such experiences can support teachers in transitioning from traditional to AI-based instructional practices.