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intelligence tool to achieve personalised learning: A qualitative classroom-based study  \nLouise Smith 1 1Griffith University, Australia  \nMingyan Hu2 2Griffith University, Australia  \nAbstract  \nRecent advancements in artificial intelligence (AI) have led toa surge in AI-powered English language tutoring applications, with promising features integrated into teaching and learning. This article reports on a qualitative study of teachers’leveraging AI to support pedagogical outcomes for adult learners of English as an additional language (EAL) . The study involved five teachers from a Melbourne-based EAL provider, focusing on their use of a bespoke AI-powered application (app) in their superdiverse classrooms of adult migrant and refugee background students. Through classroom observations and teacher reflective conversations, the study examined how teachers were incorporating the app’s features into curriculum through their lesson plans and scaffolded activities. Findings reveal that despite various challenges, EAL teachers want to explore with guidance more of the app’s advanced features and  \nCorrespondence  \nLouise Smith  \n[louise.smith6@griffithuni.edu.au](louise.smith6@griffithuni.edu.au)  \nPublication  \nReceived: 16 March 2025  \nRevision: 08 October 2025  \nAccepted: 10 October 2025  \nPublished: 03 November 2025  \nCopyright  \n©2025 TESOL in Context  \nThis work is licensed under a Creative CommonsAttribution–ShareAlike4.0 International License.  \nexpand their pedagogical use of the app to achieve and enhance personalised learning for students. This calls for increased opportunities for teachers to engage in classroom-based experimentation with the app and for professional development that boosts teachers’confidence and agency to use AI teaching assistance with adult students from diverse cultural and linguistic backgrounds.  \nKeywords: Artificial intelligence; AI education; classroom-based research; English as an additional language; generative AI; personalisation; teachers.  \nIntroduction  \nArtificial intelligence in education (AIED) continues to be a much-anticipated research field unfolding the affordances and challenges of AI (including Generative AI, or GAI) for teaching and learning in tertiary education. Within this wide scope of literature, studies in the field of English language teaching (ELT) have been a welcome addition, particularly those that encompass teachers’roles and competence for teaching with AI. Such studies have predicted that AI tools for learning English will bring pedagogic benefits to both teachers and students along with challenges (Al-khresheh, 2024; Creely, 2024) . As for teachers of English as an additional language (EAL) in Australia, an increasing “superdiversity”(Steele et al, 2023, p. 110) in their classrooms creates additional challenges to an already significant digital divide (Tour et al., 2022) amongst adult EAL learners. Nevertheless, the adult EAL sector is often under-represented in AIED research in Australia. There is a scarcity of classroom-based research (e.g., Slaughter et al., 2020; Steele et al., 2023; Tour et al., 2020) that foregrounds the day-to-day challenges of an EAL classroom in the digital era of AI. In cognisance of this gap, the present study investigated how teachers were using an AI-powered English learning app in adult EAL classrooms and how this AI-integrated practice may bring out the best pedagogical affordances of AI, such as personalised learning.  \nGrounded in a qualitative exploratory approach, this study was conducted at the end of 2024 with a small group of teachers at AMES Australia (AMES) who were attempting to integrate anAI-powered English learning application called MyAMES Chat (the app) in their culturally and linguistically diverse adult EAL classrooms. The adult students in these classrooms were from up to14 different first language backgrounds with varying levels of digital and linguistic literacy.  \nT","cbCaio0JtyuL7JFb","https://ap.wps.com/l/cbCaio0JtyuL7JFb","pdf",736443,22,"English","# Abstract\n# Introduction\n## Research gap in adult EAL classrooms\n## Use of the MyAMES Chat application\n# App design and its learning affordances\n## Personalised vocabulary, pronunciation and feedback\n## Teacher dashboard and data reporting\n# Teacher preparation and training","[{\"question\":\"What question does the study investigate about AI in adult EAL classrooms?\",\"answer\":\"It investigates how teachers use an AI-powered English learning app in adult EAL classrooms and how this AI-integrated practice supports personalized learning and pedagogical affordances.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a qualitative exploratory approach, involving five teachers and classroom observations plus reflective teacher conversations.\"},{\"question\":\"What app features are highlighted as supporting personalized learning?\",\"answer\":\"The study emphasizes tailored vocabulary, pronunciation practice and feedback, role-play job interviews, and a teacher administration dashboard for creating tasks and generating performance data reports.\"}]","How EAL teachers harness a bespoke artificial intelligence tool to achieve personalised learning - A qualitative classroom-based study | PDF",1792042852,55]