Artificial intelligence in pronunciation teaching: use and beliefs of foreign language teachers

This study investigates how in-service EFL teachers in Cyprus use AI for pronunciation teaching and how their beliefs about its pedagogical value vary across demographic and professional factors. Data were collected through an online survey completed by 117 teachers. The findings showed that teachers expressed the strongest agreement with statements reflecting openness to AI integration and willingness to receive further training, followed by beliefs about its effectiveness, while concerns about drawbacks were comparatively lower. Moreover, teachers working in secondary and adult education, as well as those who had received more extensive AI-related training, reported significantly higher levels of AI use than primary teachers and those with limited training. Greater AI use was also associated with stronger beliefs in its effectiveness and greater willingness to integrate it into instruction. Additionally, more experienced teachers and those with postgraduate qualifications tended to hold more favourable views, while training was linked to reduced concerns about the loss of the human element. Overall, the findings suggest that foreign language teachers recognise the pedagogical value of AI and are open to its use in pronunciation teaching, while also highlighting the importance of training in mitigating concerns and supporting informed use.