Teacher's Perception Of AI Integration In English Language Learning
Persepsi Guru Terhadap Integrasi Kecerdasan Buatan dalam Pembelajaran Bahasa Inggris
DOI:
https://doi.org/10.21070/ups.11262Keywords:
Artificial Intelligence, English Language Teaching (ELT), Teachers’ Perceptions, Technology Acceptance Model (TAM), AI in Education, Qualitative ResearchAbstract
This study explores English teachers’ perceptions of the use of Artificial Intelligence (AI) in English language learning, focusing on its usefulness, ease of use, and influence on teaching practices. A descriptive qualitative design was employed involving four English teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis, guided by the Technology Acceptance Model (TAM). The findings indicate that teachers generally perceive AI as a useful and accessible tool that supports lesson planning, material preparation, and classroom activities while improving teaching efficiency. However, they also expressed concerns about students’ overreliance on AI, which may hinder critical thinking and authentic language use. Teachers emphasized the importance of maintaining their role as facilitators and promoting ethical AI use. The study suggests that effective AI integration requires teacher training, ethical awareness, and institutional support to maximize its educational benefits while preserving sound pedagogical practices.
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