From Algorithm to ESL Education: Theoretical Foundation

This chapter establishes the theoretical foundation for a study investigating AI-driven personalized ESL learning in Qatari secondary schools, with a focus on tools such as ChatGPT. After critically reviewing relevant models of educational technology, including TAM, Connectivism, and SAMR, the chapter justifies the selection of Sociocultural Theory (SCT) and the Unified Theory of Acceptance and Use of Technology (UTAUT) as complementary frameworks. SCT provides a pedagogical lens through which AI is examined as a potential digital mediator that offers scaffolding, symbolic support, and context-aware feedback within students’ Zones of Proximal Development. UTAUT extends this lens by addressing factors that affect AI adoption in classroom practice, particularly performance expectancy, effort expectancy, social influence, and facilitating conditions. Together, SCT and UTAUT enable a dual analysis of how AI may support language development while also shaping user acceptance, engagement, and equitable access to personalized learning. This integrated theoretical approach informs the formulation of the study’s research questions and guides the interpretation of learner outcomes, teacher perspectives, and contextual readiness for sustainable AI integration in Qatar’s secondary ESL education.