A Narrative Inquiry into Language Teacher Identity Construction in the Global GenAI Context

The emergence of Generative AI (GenAI) inevitably leads to changes in EFL teacher identity construction. Research exploring the discursive negotiation of teacher identity in the context of GenAI remains scarce. This study examines how English language teachers negotiate their professional identities amid the integration of GenAI in writing instruction at a university in China. Drawing upon Darvin and Norton’s (2015) model of investment, this study investigates how institutional resources, emotional labor, and technological access influence identity construction. Through narrative inquiry with six Chinese EFL teachers, the findings reveal that teachers navigate ideological tensions, manage capital disparities, and evolve their roles as either “worriers” or “warriors” in response to the community changes caused by GenAI. More specifically, while one group of teachers resist AI due to concerns about the erosion of critical thinking, others embrace it to enhance efficiency and redefine their expertise. The study offers implications for enhancing teachers’ professional development by addressing both technical AI skills and identity negotiation.