Grounded in communicicative language teaching theory and Vygotsky’s concept of the Zone of Proximal Development (ZPD), this study investigates the pedagogical relevance of generative AI (GenAI) and explores practical ways to integrate it into English language teaching, particularly within teacher training contexts. As GenAI tools rapidly gain visibility, their potential to support speaking instruction, scaffold interaction, and streamline lesson planning has attracted growing interest. Prior research highlights benefits such as personalized feedback, adaptive task generation, and reduced teacher workload, yet empirical studies documenting actual use in elementary and secondary classrooms remain limited. This gap between perceived value and classroom practice provides the starting point for the present study.

　　　GenAI is conceptualized here as a dynamic scaffold that mediates learner development through interaction, shared meaning-making, and increased autonomy. From a sociocultural and dialogic perspective, GenAI can function as a mediating participant within a triadic relationship among teachers, learners, and AI. This emerging configuration subtly reshapes classroom communication and redistributes certain forms of guidance, raising questions about how teachers negotiate their roles and responsibilities. The study surveyed 25 elementary and junior high school English teachers regarding their current use of GenAI, perceived benefits and concerns, and professional development needs. While teachers consistently acknowledged GenAI’s potential to enhance creativity, support student expression, and reduce workload, their actual use remained limited. Many respondents cited institutional uncertainty, unclear policies, and a lack of knowledge about how to begin as key barriers. Concerns about student autonomy, overdependence, and long-term language development further contributed to cautious adoption.

　　　The findings suggest implications across three levels. At the classroom level, teachers emphasized the need for developmentally appropriate, scaffolded integration that strengthens rather than replaces student thinking. At the teacher level, nearly all participants expressed interest in sustained, practically oriented professional development addressing ethical considerations, pedagogical integration, and technical proficiency. At the institutional level, respondents highlighted the importance of coherent policies and supportive structures to ensure responsible and sustainable implementation.

　　　Beyond practical implications, the study contributes theoretically by framing GenAI as part of a shared pedagogical space rather than a simple tool. Teachers in this study were not merely accepting or rejecting GenAI; they were actively negotiating how it fits their expertise and their students’ developmental needs. With appropriate support and reflective practice, GenAI holds promise as a transformational tool that enriches communicative language teaching and expands opportunities for mediated learning.