%0 Journal Article
%T An Empirical Study on the ¡°AI-Enhanced Community¡± Model in Facilitating the Professional Growth of English Instructors in Urban and Rural Xinjiang
%A Hailin Yang
%A Deping Zou
%J Open Access Library Journal
%V 13
%N 2
%P 1-8
%@ 2333-9721
%D 2026
%I Open Access Library
%R 10.4236/oalib.1114909
%X This study addresses the practical challenges in the professional development of English language instructors within the disparate urban and rural educational landscapes of Xinjiang, China. It proposes and evaluates the efficacy of a novel ¡°AI-Enhanced Professional Learning Community¡± (AI-PLC) model. Grounded in sociocultural theory, the research investigates how artificial intelligence tools mediate collaborative interactions among teachers to promote greater educational equity. A convergent parallel mixed-methods approach was employed, involving a six-month longitudinal study of 42 English instructors from 12 paired urban and rural schools in Xinjiang. Data were collected through standardized questionnaires, digital platform analytics, semi-structured interviews, and reflective journals. Findings demonstrate that the AI-PLC model significantly enhanced participants¡¯ self-efficacy and collaborative engagement. Specific AI functionalities, such as asynchronous collaborative annotation and automated discourse analysis, effectively mitigated geographical isolation and fostered data-informed reflective practice. Concurrently, challenges related to the cultural and pedagogical contextualization of AI-generated content were identified. This study offers empirical evidence and strategic insights for leveraging digital technology to support equitable teacher development in geographically diverse regions.<br />
%K Artificial Intelligence
%K Professional Learning Community
%K Teacher Development
%K Educational Equity
%K Technology-Mediated Learning
%U http://www.oalib.com/paper/6887569