Teaching Presence in AI-Enhanced EFL Classes: A 2021-2026 Systematic Perspective Nurul Isra Fauziah, Anugrah Murtini
Universitas Terbuka
Abstract
This paper presents a systematic synthesis of empirical studies published between 2021 and early 2026 on teaching presence in AI-enhanced EFL classes. Emphasizing online and hybrid learning environments, the review examines how instructors implement instructional design, facilitate classroom interaction, and deliver direct instruction to support learners engagement, language development, and reflective learning. The findings indicate that a well-established teaching presence is associated with higher levels of student participation, perceived learning effectiveness, and preparedness for AI-supported language learning contexts. At the same time, the literature highlights persistent challenges, including technostress, teacher workload, and institutional and policy constraints across diverse educational settings. The synthesis underscores the importance of balanced human-AI collaboration, explicit instructional scaffolding, and sustained professional development to maintain effective teaching presence in technology-rich EFL classes. Finally, the review outlines commonly used research instruments and methodologies and proposes directions for more rigorous, cross-context investigations in AI-enhanced language education.
Keywords: Teaching Presence, AI‑-Enhanced EFL Instruction, Online and Hybrid Learning
