Exploring shared repertoire in virtual communities of practice: Integration of artificial intelligence in English language teaching

Abstract

This study explores how English language teachers use shared repertoire in Virtual Communities of Practice (VCoPs) when integrating Artificial Intelligence (AI) tools into teaching. Using qualitative analysis of discussions from three open Facebook groups, the study identifies how teachers actively collaborate online to share practical strategies and resources related to AI. Findings indicate that shared repertoire in these groups serves four main purposes: supporting teaching activities, assessing students, sharing relevant resources, and suggesting improvements to AI tools. Teachers also discuss common challenges, including excessive reliance on AI, privacy issues, limited access to AI resources, and the risk of reduced teacher-student interactions. The study highlights that teachers' collective experiences within these online communities can help institutions develop more relevant training programs for teachers. Overall, this research confirms that while AI can support language education, its successful integration relies on teachers sharing experiences and guiding each other on how to best use this technology to enhance their teaching.