Integrating AI into Foreign Language Instruction: Insights from Romanian In-Service Teachers

Abstract

This study investigates the regarding and willingness of in-service foreign language teachers in Romania to integrate artificial intelligence (AI) tools into their instructional practices. Participants were asked to assess their overall digital competencies, self-evaluate their willingness to integrate AI technologies, and reflect on the benefits and concerns of incorporating AI in the classroom. A mixed-methods approach was employed, and data were collected through a survey. A total of 85 respondents were included in the study. Findings reveal diverse attitudes toward AI, ranging from enthusiasm about its potential to enhance student engagement, reduce administrative workload, and personalize learning, to concerns over technical challenges, pedagogical value, and data privacy. This research contributes to ongoing discussions on foreign language teachers’ level of digital competence and readiness to include AI tools into foreign language education.