AI-Empowered Transformation of University English Teachers' Roles and Pedagogical Approaches in the Digital Era

Abstract

The rapid integration of artificial intelligence (AI) into university English education has prompted a profound rethinking of language teachers’ professional identities and practices. Based on a systematic review of recent empirical studies, this paper addresses two core questions: how teacher roles are reconfigured under AI-enabled instruction, and what pedagogical innovations are needed to sustain the humanistic essence of education. Grounded in AI-TPACK, double stimulation theory, and collaborative knowledge creation, this study identifies six emerging teacher roles: AI Collaborator, Learning Architect, Humanistic Guide, Data Interpreter, Ethical Mediator, and Epistemic Agent. It also proposes a three-dimensional pedagogical transformation model. The paper argues that although AI improves instructional efficiency and personalized support, human elements—including empathy, critical dialogue, moral guidance, and situated interaction—remain irreplaceable. Practical pathways for teacher development are provided, including tiered training, virtual knowledge-building communities, and institutional support. This framework offers actionable guidance for university English teachers to achieve human-AI collaborative teaching while upholding educational values.