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Artificial Intelligence Technology and English Language Education in Iran: A SWOT Analysis of Strengths, Weaknesses, Opportunities, and Threats | ||
| مطالعات برنامه ریزی آموزشی | ||
| Volume 14, Issue 28, March 2026, Pages 235-256 PDF (715.37 K) | ||
| Document Type: research article | ||
| DOI: 10.22080/eps.2025.28747.2356 | ||
| Authors | ||
| Saeed AhmadpourKasgari* 1; Zahra Ahmadpour2 | ||
| 1Department of Mechanical Engineering, Tafresh University, Tafresh.iran | ||
| 2Department of English language teaching and literature, Faculty of Literature and Foreign Languages, Babolsar, Iran | ||
| Receive Date: 12 July 2025, Revise Date: 20 August 2025, Accept Date: 14 October 2025 | ||
| Abstract | ||
| Aim: This research seeks to evaluate the use of artificial intelligence (AI) technology in Iranian language education using the SWOT analysis model, which consists of four facets: strengths, weaknesses, opportunities, and threats. Methodology: This research utilized a qualitative design by conducting semi-structured interviews and thematically analyzing the impact of AI on English language teaching in Iran through the lens of SWOT analysis. The qualitative approach was fit for this study as it was exploratory in nature and sought to understand how participants make sense of their individual experiences. Results: The results of the analysis provided five key strengths: availability of modern educational materials, tailored personal learning experiences, economical and time-efficient processes, accurate skill measurement, and higher learner participation. On the other hand, the three main weaknesses were: inadequate infrastructure, socio-linguistic and cultural impediments, and other technological issues. Other opportunities were upgrading the technological infrastructure, using AI in formal schooling, developing relevant scholarly and linguistically materials, and doing further studies. Threats related to the lack of human social interaction and the reliance on external foreign technologies. Conclusions and suggestions: Although Iran faces infrastructural and cultural difficulties, new AI applications have the potential to change the English education system. If localized strategies as well as systemic integration | ||
| Keywords | ||
| English as a Foreign Language (EFL) Education; Qualitative Research; Educational Technology; Artificial Intelligence; Educational Policy-making | ||
| References | ||
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