Artificial Intelligence (AI) is increasingly transforming the landscape of education, particularly within the domain of language learning, as evidenced by a growing body of research published in computer-assisted language learning (CALL) journals. These studies have examined the application of various AI technologies, including natural language processing (NLP), AI-driven educational platforms, automatic speech recognition, and chatbots, in facilitating language acquisition. The present study investigated the perceptions of 386 Iranian high school EFL students, utilizing the Students’ Perceived EFL Teacher Support Scale to evaluate the impact of AI-powered speaking assistance technologies, educational level, and learning setting on perceived teacher support. The findings revealed a tri-factorial structure underlying EFL teacher support, highlighting the compatibility of AI technologies with traditional pedagogical methods. This suggests that the integration of AI-powered tools into classroom instruction can enhance the overall effectiveness of language teaching and learning. To ensure optimal outcomes, educators are encouraged to strategically incorporate AI within pedagogically sound frameworks that maintain human-centered support. The study offers important implications for sustaining and enhancing teacher support in technology-enriched learning environments and underscores the need for further empirical research in this evolving area of applied linguistics and educational technology.
