University EFL instructors’ engagement with generative AI: A cross-cultural analysis

Anchored in a framework that merges the Technology Acceptance Model (TAM) with Sociocultural Theory (SCT), this study investigates how university EFL instructors in Saudi Arabia, Egypt, Mexico, and Turkey are integrating Generative AI (GenAI) tools into their practice. The analysis moved beyond the simplistic view that technology uniformly enhances learning. Instead, it considered pedagogical beliefs, individual attitudes toward GenAI, the perceived strength of institutional support, the level of trust in the tools, and the core TAM constructs. A cross-sectional survey data from 307 instructors, 210 of whom indicated they were actively deploying GenAI in their classes, were analyzed. Results uncovered cross-national variation in pedagogical orientation and institutional affordances. Mexican and Turkish participants tended to favor constructivist approaches, while Saudi and Egyptian colleagues were more rooted in transmissive pedagogies. Constructivist orientations were consistently linked to higher ratings of perceived utility and ease of use. Attitudes toward GenAI proved to be the strongest predictor of intention to use, which, together with perceived usefulness, also predicted actual classroom use. In contrast, perceived trust and institutional support did not manifest as direct drivers of use, highlighting a gap between what instructors intend and what they enact. By merging TAM cognitive orientation with SCT emphasis on the wider sociocultural setting, the research contributes a layered understanding of the factors shaping GenAI uptake in EFL settings. The findings underscore a mix of opportunities and challenges, stressing the need for belief-sensitive professional development, culturally responsive policies, and ethically informed design of AI tools for language education.