The Evolving Roles and Competency Development Pathways of English Teachers in AI-Assisted Instruction: Evidence from Chinese University English Faculty

Abstract

Based on the theory of social constructivism and the Technology Acceptance Model (TAM), this paper studies the transformation
in the role and development paths of university English teachers under AI-assisted instruction. Based on research and interviews, it has
been found that with the introduction of artificial intelligence, teachers' roles have been changing all around. They no longer simply pass
on knowledge but now serve as learning facilitators, coordinators of AI-human collaboration, architects of learning experiences, and other
new positions, such as AI-tool strategists and digital education scholars, have also appeared. A four-dimensional competency framework
has been put forward to cover technology application, instructional design, critical thinking, research and development, etc. At the same
time, institutions are introducing training and evaluation incentives, organising individual action research, etc., and promoting interdisciplinary cooperation. Through the analysis of the driving forces for role change and innovative teaching cases, this paper will explore how
artificial intelligence is altering the model of English teaching and provide theoretical and practical support for the intelligent education
revolution.