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The Role Transformation and Transition Paths of University Foreign Language Teachers in the Era of Artificial Intelligence

Author(s)

Tong Zhao

Affiliation(s)

Xi’an Fanyi University, Xi’an, Shaanxi, China

Abstract

Artificial intelligence (AI) technologies are increasingly permeating foreign language education in higher education institutions, driving the transformation of teaching environments toward intelligence and ubiquity, and promoting the evolution of the entire teaching process toward personalization and data-driven approaches. These shifts present systemic challenges to the traditional role of university foreign language teachers. This paper is based on the new characteristics of foreign language teaching in the AI era and utilizes the role theory to systematically analyze the triple role transformation of university foreign language teachers: from one-way knowledge transmitters to personalized learning facilitators, from classroom managers to collaborative knowledge co-constructors, and from independent practitioners to agents of human-AI collaborative education. Furthermore, it proposes systematic pathways for this transformation across three dimensions: individual literacy, human-AI synergy and multi-party collaboration. The findings indicate that the core value of university foreign language teachers is shifting from “teaching” to “educating”. As a result, it is critical that the professional vitality of these educators should be revitalized by maintaining leadership within the new human-AI collaborative ecosystem.

Keywords

Artificial Intelligence; University Foreign Language Teachers; Role Transformation; Transition Paths

References

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