Roles and Strategies of Generative AI in Multimodal English Instruction: A Qualitative Study of AI-Native English Teachers’ Experiences

Abstract

With the rapid integration of generative artificial
intelligence (Gen AI) into English as a Foreign Language
(EFL) classrooms, teachers are increasingly expected to
design learning experiences that support students’
multimodal literacy development. While prior research has
primarily focused on teachers’ attitudes toward AI adoption
or the effectiveness of AI-supported systems, less
attention has been paid to how teachers incorporate Gen AI
into instructional design decision-making. This qualitative
study examines how AI-native English teachers, who adopted
Gen AI early in their careers, integrate Gen AI into
multimodal instructional design. Guided by the multimodal
learning processes, the study draws on interviews with
three teachers and employs thematic analysis. The findings
suggest that Gen AI functions primarily as a design
support. Teachers use Gen AI to support affective
engagement, generate and refine tasks, support scaffolding
activities, and develop assessment criteria, while
exercising professional judgment to evaluate the
appropriateness, accuracy, and contextual relevance of
AI-generated outputs. The study identifies challenges,
including concerns about excessive reliance on AI,
difficulties in aligning outputs with learners’ proficiency
levels, and the need for ongoing teacher mediation.
Overall, the findings highlight teachers’ evolving roles
and offer implications for English teacher education and
professional development.