Protocol for a Qualitative Research Synthesis on University Teachers' Use of AI Tools in English Education in China

The emergence of artificial intelligence (AI) has significantly influenced the landscape of education. In China, the integration of AI tools into English teaching holds particular significance at the university level, as students are expected to attain higher proficiency and master domain-specific terminology. Within this context, university English teachers may encounter unique challenges when incorporating AI tools into their teaching practices. Therefore, this study aims to conduct a qualitative research synthesis on university teachers' use of AI tools in English education in China, exploring the key features of AI tools used in this field, as well as the perceived roles and challenges faced by teachers in leveraging these technologies. Four databases, including Scopus, Web of Science, ERIC and CNKI (中国知网) will be searched using an appropriate strategy. Furthermore, this review will adopt a hybrid thematic analysis approach that combines both deductive and inductive coding methods to analyze the data. The findings of this review will provide valuable insights for English educators, educational leaders and policymakers, thereby facilitating the effective implementation of AI tools in English education, supporting curriculum reform and informing the development of evidence-based policies for AI application in English education.

人工智能 (AI) 的出现对教育领域产生了重大影响。本研究旨在对中国大学教师在英语教育中使用AI工具的情况进行定性研究综述, 探索该领域所使用的AI工具的主要特征, 以及教师在利用这些工具时所扮演的角色和面临的挑战。本研究将使用适当的策略对四个数据库, 包括Scopus, Web of Science, ERIC和中国知网 (CNKI) 进行检索。此外, 本研究将采用结合演绎和归纳编码方法的混合主题分析方法来进行数据分享。