English Language Teaching Motivation in the Age of AI

Prompt advancement in technology and AI integration is increasingly reshaping teaching practices, particularly in STEM/STEAM education. This qualitative study explores how English educators in these disciplines perceive, adapt to, and integrate AI technologies in their classrooms. Focusing on eight Assistant/Associate Professors of English from CEC, CGC-Landran (Mohali, Punjab), the research investigates motivational dynamics, adaptability, and the influence of institutional frameworks. Grounded in Self-Determination Theory (Deci & Ryan, 2017) and informed by educational change literature (Fullan, 2001), this study examines how autonomy, competence, and institutional support shape educators’ willingness, motivation, and readiness to embrace AI. Thematic analysis following Braun and Clarke’s (2006) six-phase framework will be used to identify patterns related to motivation, perceptions of AI, and institutional encouragement or resistance. Examining how educators navigate AI’s impact on both pedagogical method and professional identity offers valuable insights into cross-disciplinary teaching innovation. The findings inform future policy, professional development initiatives, and broader research on AI-integrated pedagogy and teacher motivation in the age of educational technology.