Abstract:
This research investigates the role of AI-powered tools in enhancing feedback mechanisms during field training for English language teachers in Kuwait. Based on a descriptive-analytical method with a quantitative approach, this study employed a questionnaire that was answered by a stratified random sample of 130 English language teachers from government schools in all five educational districts in Kuwait out of a total population of 1,898 teachers. The questionnaire was designed to gather information on current feedback practices, the potential of AI-powered feedback, and teachers' perceptions toward it. Data was analyzed to investigate the limitations of traditional feedback, the capabilities of AI tools, and the acceptance of AI-generated feedback within professional development. The results have shown several areas for improvement in current feedback practices and pointed out the high potential of AI to provide more frequent, personalized, and objective feedback. It also showed a positive attitude of the teachers towards AI integration.