TEACHER IDENTITY IN AI-ASSISTED ESP EDUCATION

Abstract

The integration of Artificial Intelligence (AI) into English for Specific Purposes (ESP) education has transformed teaching practices and challenged conventional notions of teacher identity. As AI tools such as ChatGPT, Grammarly, and automated feedback systems become integral to the classroom, teachers face the need to redefine their professional roles, competencies, and pedagogical beliefs. This paper discusses how AI-assisted ESP instruction influences teacher identity, focusing on pedagogical transformation, digital literacy, and ethical implications.