Exploring Teachers’ Attitudes toward the Integration of Artificial Intelligence in English Language Teaching

Abstract

The growing use of Artificial Intelligence (AI) in education has created new opportunities for enhancing teaching and learning processes, including in English Language Teaching (ELT). This study aimed to explore teachers’ attitudes toward the integration of AI in ELT and identify the benefits and challenges perceived in its implementation. A qualitative descriptive design was employed involving six English teachers from an English course institution. The participants were selected through purposive sampling based on their experience with AI tools. Data were collected through questionnaires and semi-structured interviews. The questionnaire data were analyzed descriptively, while the interview data were analyzed using thematic analysis. The findings revealed that teachers generally held positive attitudes toward AI integration in ELT. They perceived AI as useful for lesson preparation, generating teaching ideas, creating learning materials, and improving instructional efficiency. Teachers also reported that AI helped increase creativity and save time in planning classroom activities. However, several challenges were identified, including inaccuracies in AI-generated content, difficulties in obtaining appropriate outputs, limitations in adapting materials to learners’ needs, and restricted access to premium AI features. Overall, the study suggests that AI can serve as a valuable support tool in ELT when used critically and appropriately. The findings contribute to the growing discussion on AI integration in language education, particularly in non-formal learning contexts.