RECONFIGURING TEACHER AGENCY: A DESIGN-BASED STUDY ON HUMAN–AI SYMBIOSIS IN TESOL PEDAGOGY
Keywords:
teacher agency, TESOL, artificial intelligence, human–AI symbiosis, design-based research, language educationAbstract
The rapid integration of Artificial Intelligence (AI) into education has transformed the landscape of Teaching English to Speakers of Other Languages (TESOL). While many studies focus on the technical capabilities of AI tools, less attention has been paid to how these technologies reshape teacher agency and professional decision-making. This article explores the concept of human–AI symbiosis in TESOL through a design-based research perspective. It argues that AI should not be viewed as a replacement for teachers but rather as a collaborative partner that enhances pedagogical effectiveness. Drawing upon recent developments in generative AI, teacher agency theory, and educational technology, the study examines how TESOL practitioners can strategically integrate AI tools into lesson planning, assessment, and classroom interaction while maintaining professional autonomy. The findings suggest that successful human–AI collaboration depends on teachers’ critical engagement, pedagogical expertise, and contextual decision-making. The paper concludes that teacher agency remains central to effective language instruction, even in increasingly AI-supported learning environments.
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