"Teachers\u2019 Readiness and Perceived Effectiveness of AI-Assisted English Language Instruction"

"This study examines the magnitude to which readiness of the high-school English instructors to embrace the artificial intelligence (AI) influences the student engagements in the Saudi Arabian classrooms. The analysis anticipates three aspects of teacher preparedness, including technology self-efficacy, practices of student-interaction, and ethical awareness, and the three dimensions examine the degree to which they predict student engagement. Moreover, the study also investigates the moderating effect of broader digital competence of teachers on these relationships. The questionnaire was distributed to 450 English teachers working in both public and private secondary schools throughout the country and the results were obtained representing various regional settings. Structural equation modeling (SEM) was used to test the specified hypothesized causal directions of the study, whereas the PROCESS macro helped to investigate the moderating effects. The results validates that all three components of readiness have significant positive relationships with student engagement, and technology self-efficacy is the strongest predictor.  Moreover, the interconnection between preparedness and engagement is increased through the digital competence of teachers, which highlights the primary role of AI in instruction. Subgroup analysis indicates substantial difference between genders and level of institutions.  Overall, the study provides important background information about the necessity to enhance pedagogical and digital skills of educators to make a significant and accountable introduction of AI to English language teaching to provide not only theoretical but also practical recommendations on AI-oriented educational transformation."