Presentation Diverse Perspectives on Generative AI Implementation: Action Research by Teachers with Different Linguistic and Educational Backgrounds more

This study investigates how English teachers with different first languages (L1 English, L1 Japanese, and L1 Other) and varying levels of AI experience implement generative AI in their speaking classes. Through collaborative action research, three teachers will document their experiences and perceptual changes while implementing standardized AI-enhanced speaking tasks. The research employs a qualitative approach focusing on teacher narratives, structured reflection journals, and bi-weekly collaborative reflection meetings. Data collection will occur over a 12-week period (February-May 2025), capturing the evolution of teachers' attitudes, concerns, and pedagogical adaptations. This research contributes to understanding how teachers' linguistic backgrounds, educational experiences, and prior AI exposure influence their approaches to AI integration in language education and provides practical insights for teacher training and professional development.