University English Teachers' Role Identity Anxiety and Pathways to Reconstruction in the Age of Generative AI
DOI:
https://doi.org/10.62051/jedss.v1n4.10Keywords:
Generative AI, University English teachers, Role identity anxiety, Role reconstruction, Teacher professional developmentAbstract
The rapid rise of generative AI is shaking the traditional role of university English teachers and causing growing anxiety about their professional identity. This study investigates university English teachers' role identity anxiety induced by generative AI and explores pathways to professional identity reconstruction. First, it looks at the specific ways technology is affecting their sense of self and explains why this topic is important both for theory and for practical teaching. Second, it reviews previous research on teacher identity and AI from both domestic and international sources, noting key differences in how the issues have been studied. The study then sets two main goals: to understand how anxiety develops and to explore possible ways for teachers to rebuild their roles. Key areas of focus include how traditional teaching roles are being broken down, what the resulting anxiety feels like, and what factors help or hinder role reconstruction. The research uses surveys and in-depth interviews, following a clear technical plan to ensure it can be carried out effectively. Finally, by bringing new perspectives and focusing on process rather than static roles, the study aims to offer both academic insights and practical guidance for teachers navigating this shift. The goal is to enrich theoretical understanding of AI and teacher identity and to suggest realistic paths forward for university English teachers in the age of generative AI.
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