ORIGINAL RESEARCH article
Front. Educ.
Sec. Language, Culture and Diversity
The Extent to Which Language Teachers Use Linguistic Artificial Intelligence Applications: An Analysis Based on Selected Variables
Provisionally accepted
- 1Amman Arab University, Amman, Jordan
- 2Yarmouk University, Irbid, Jordan
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
The purpose of the study was to investigate the degree to which language teachers in Jordan implements the functions of the linguistic artificial intelligence (AI) technology use linguistic artificial intelligence (AI) applications in the teaching process, considering some demographic and professional characteristics. A dDescriptive analytic methodology was used. The population of the study included all language teachers at the Education Directorate of the Amman District (N = 304). The study sample cmprisedamounted to (128) language teachers fromin the primary and secondary schoolsstages. The study tool was aA questionnaire that was developed and distributed electronically;, and (54) of them were retrieved, which constitutesyielding a response rate of (42.1%) of the retrieved questionnaires. The study tool consisted of (43 paragraphs) divided into eight domainsareas: smart electronic educational games applications, augmented reality, smart chatbots, virtual reality, smart evaluation and tests, the Internet of Things, adaptive learning environment applications, and smartphone applications. The study results indicated that the level of use of linguistic artificial intelligence technology applications among language teachers was high, and that there were statistically significant differences in the use of technology applications by language teachers. Linguistic artificial intelligence is attributed to gender differences in favor of females, and the educational stage in favor of primary and secondary school teachers, while there are no statistically significant differences in the use of linguistic artificial intelligence technology applications by language teachers due to differences in academic qualifications or years of experience.
Keywords: Artificial intelligence applications, functional teaching applications, lLanguage teachers (English and Arabic language), language teaching, L1/L2(first and second language)
Received: 11 Aug 2025; Accepted: 06 Oct 2025.
Copyright: © 2025 Al.fayyoumi, Yassin and Al- Fayyoumi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Baderaddin Yassin, bader.yassin@yu.edu.jo
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.