The contribution of multimodal AI technologies to EFL teachers’ pedagogical effectiveness and perceived readiness for AI-mediated education: a qualitative study

Multimodal Artificial Intelligence (AI) technologies can influence different aspects of teaching English as a foreign language (EFL). However, the way of adopting such innovations may affect teachers’ pedagogy and readiness for a new mode of education mediated by AI tools is left underexplored. To fill the gap, this study examined 40 Chinese EFL teachers’ perceptions about the contributions of multimodal AI tools to their pedagogical effectiveness and AI readiness. Interviews were held with teachers individually and online. Thematic analysis of the gathered data indicated that AI adoption could affect pedagogical effectiveness by making their instruction flexible and creative, reducing their workload and pressure, and fostering feedback and assessment practices. Furthermore, multimodal AI tools could affect teachers’ AI readiness by developing their AI confidence, competency, and literacy and inspiring their role shift and professional development engagement. Implications are provided for EFL teachers and teacher educators to enhance effectiveness and readiness for AI-mediated education through the integration of multimodal AI tools.