What did teachers tell us?
Before the project group headed into the work related to the project, the group asked teachers for their feedback on certain topics, to ensure that the projects relevance and the trainings during the project were relevant.
The teachers
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Teaching Experience
Teachers participating in the surveys demonstrate extensive professional experience. Responses from KOV teachers indicate an average teaching experience of approximately 15 years, with individual experience ranging from roughly two years to more than twenty years. This range suggests a workforce composed of both early‑career teachers and long‑established professionals.
Similarly, Briga teachers reported a wide spectrum of teaching experience. The presence of both newer teachers and highly experienced educators creates an environment in which pedagogical innovation and accumulated professional knowledge coexist. Experienced teachers often rely on well‑established teaching strategies and long‑term observations of student learning patterns. Meanwhile, less experienced teachers frequently report experimenting with new digital tools and instructional approaches.
Experience with
digital tools
Across both organisations, teachers report significant experience using digital technologies in their teaching practice. In the KOV dataset, teachers reported an average of approximately nine years of experience working with digital tools. This indicates that digital technologies have been integrated into second language education for a considerable period of time.
Briga teachers similarly report long‑term familiarity with digital platforms, learning management systems, and interactive applications. Teachers describe using digital tools for a variety of purposes, including delivering lessons online, creating exercises, communicating with students, and supporting independent practice.
However, despite this high level of experience, teachers frequently highlight the rapid pace of technological change as a challenge. Many respondents emphasize the difficulty of staying up to date with new platforms, updates, and digital teaching practices.
Levels taught in Second Language Learning
Teachers across both organisations work with learners across a wide range of language proficiency levels. Most respondents teach levels ranging from A1 (beginner) to B2 (upper‑intermediate), although some teachers also report experience with more advanced learners.
Teaching across multiple levels requires considerable pedagogical flexibility. Beginner learners require structured instruction, repetition, and visual support, while intermediate and advanced learners require opportunities for discussion, abstract thinking, and extended language production. Teachers report that managing such diversity within the same institution often requires the adaptation of teaching materials and strategies.
Cognitive Differences in Adult Second Language Learning
Impact of Cognitive Differences on Learning Pace
Teachers consistently report that cognitive differences strongly influence the pace of language acquisition. In the KOV responses, the majority of teachers indicated that cognitive differences affect learning pace “very often” (rating 4) or “always” (rating 5). Only a small minority indicated that these differences occur only occasionally.
This finding highlights the reality that adult language classrooms often consist of highly heterogeneous groups of learners. Differences in memory capacity, attention span, prior educational experience, and learning strategies can create large disparities in learning speed.
Challenges in Adapting Teaching Methods
Teachers identify several key challenges when adapting teaching methods to diverse cognitive abilities:
• Limited preparation time
• Large and heterogeneous class groups
• Differences in digital literacy
• Lack of appropriate digital resources
• Managing the pace of lessons for both stronger and weaker learners
Many teachers emphasize that weaker learners often require additional repetition and support, which can slow down the overall pace of the class.
Technological Tools
Teachers report using a wide range of technological tools to support differentiated learning. Examples mentioned include:
• Learning management systems such as Canvas
• Interactive exercise tools like BookWidgets
• Vocabulary tools such as Quizlet
• Online quiz platforms like Kahoot
• Video platforms including YouTube
• Collaborative tools such as Padlet
Some teachers emphasize the importance of limiting the number of digital tools used in a course in order to avoid cognitive overload.
Knowledge and Opinions about Generative AI
Confidence in Using AI
Confidence levels vary widely. Teachers who have experimented with AI tools tend to report higher confidence, while those with limited exposure often express uncertainty.
Several teachers note that learning how to write effective prompts requires practice and training.
Perceived Challenges
Teachers identify several concerns regarding generative AI:
• Reliability of AI‑generated content
• Risk of students becoming overly dependent on AI
• Ethical concerns regarding academic integrity
• Loss of creativity in teaching materials
• Environmental concerns related to AI technologies
Teachers also emphasize that AI cannot replace the observational and emotional aspects of teaching.
Familiarity with Generative AI
Teachers’ familiarity with generative AI varies significantly. Some teachers report being very familiar with AI tools such as ChatGPT or Microsoft Copilot, while others report only minimal knowledge.
In the KOV responses, participants rated their familiarity across a spectrum ranging from “not familiar at all” (rating 1) to “very familiar” (rating 4). A substantial group of teachers described themselves as only slightly familiar with generative AI.