Teachers’ Attitudes Towards AI Integration in Foreign Language Learning: Supporting Differentiated Instruction and Flipped Classroom

The use of Artificial Intelligence (AI) in education is rapidly gaining traction as research in technology has produced a growing number of cutting-edge applications. Indeed, the latest possibilities presented by AI require innovative and alternative methodological approaches to be integrated into the learning process. Within the educational community, and especially among foreign language educators, there is a clear desire and interest in adopting these new tools to enhance and maximise learning outcomes. However, there is also some scepticism regarding potential issues that may arise from their introduction into the learning process. This study presents a survey that examines the utilization of AI by 116 foreign language educators as well as their attitudes towards the utilization of AI in the context of the Greek public and private primary and secondary educational system. The research also explores how differentiated instruction and flipped classroom models can be enhanced by AI. Data was collected through an online survey on Facebook using a structured questionnaire, designed to capture quantitative insights into educators’ AI attitudes. Findings showed that teachers have adopted a positive attitude towards incorporating AI in teaching foreign languages. Indeed, a considerable number of educators employ AI as part of their curriculum, utilizing it also as a means for facilitating differentiated instruction where each student is taught according to his unique abilities and needs. Factors such as age, years of teaching experience and familiarity with AI technologies played a crucial role in shaping teachers’ attitude toward AI. However, the study revealed that one area that has been largely overlooked by researchers is how artificial intelligence could be utilised within flipped classroom settings; this lack of investigation into pedagogical applications represents a significant gap within current knowledge about AI in education thus necessitating further training and support on AI applications to language education.