ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——— This study explored ESL teachers’ experience and made sense of artificial intelligence (AI) in their everyday teaching using Clandinin’s (2022) narrative inquiry framework. Participants shared how AI has gradually become part of their classroom practices. Their stories suggest that while AI opens new possibilities for teaching, it also brings concerns. Several participants explained that AI enabled them to tailor lessons to different learner needs and to create materials that are more engaging and motivating. Increased participation and confidence were frequently mentioned outcomes, particularly when lessons became more interactive and visually rich. However, these benefits came with challenges. Problems such as unstable internet connections, limited access to technology, overdependence on AI, and doubts about the accuracy and originality of AI-generated content were observed. To manage these issues, they described carefully reviewing outputs, setting clear rules for AI use, and designing tasks that still required student interaction, discussion, and critical thinking. Across the narratives, a shared belief emerged: AI should support teaching, not replace professional judgment. From the teachers’ stories, six key themes emerged: the need for guided use of AI, changing teacher attitudes, emerging risks, improved planning and assessment, AI as a teaching partner, and greater learner agency. The study proposes the Jabillo Framework as a guide for responsible and ethical AI integration in ESL education. The framework may inform teacher training, policy development, and monitoring efforts, while future studies are encouraged to examine students’ perspectives and experiences with AI. Keywords: AI integration, artificial intelligence, Jabillo’s Framework, pedagogical impact