The Perception of Teachers on the Integration of AI in English Language Teaching

Authors

  • Qonita Adlina Mardhiyya English Education, Syarif Hidayatullah State Islamic University of Jakarta, Tangerang Selatan, Banten, Indonesia
  • Ayunda English Education, Syarif Hidayatullah State Islamic University of Jakarta, Tangerang Selatan, Banten, Indonesia
  • Shine English Education, Syarif Hidayatullah State Islamic University of Jakarta, Tangerang Selatan, Banten, Indonesia
  • Viviana Lisma Lestari English Education, Syarif Hidayatullah State Islamic University of Jakarta, Tangerang Selatan, Banten, Indonesia

DOI:

https://doi.org/10.24256/ideas.v13i2.8860

Keywords:

AI Integration; Educator attitudes; English Language Teaching

Abstract

Artificial Intelligence (AI) is increasingly utilized in English Language Teaching (ELT) and is frequently recognized for its contribution to lesson preparation, developing resources, and improving the effectiveness of learning.However, a significant portion of the studies has concentrated on wider or student-oriented perspectives, leading to limited insights into how secondary educators in Indonesia perceive and implement AI in their daily teaching practices. Employing the Technological Pedagogical Content Knowledge (TPACK) framework along with a human-centered pedagogical approach, this descriptive qualitative research explores English teachers' views regarding the benefits, challenges, and consequences of incorporating AI into English Language Teaching (ELT). Semi-structured interviews were conducted with 4 English teachers from a senior high school and a vocational high school in South Tangerang, with the data being examined through thematic analysis. The results indicate that teachers find AI to be a helpful resource for generating ideas, planning lessons, tailoring content, and offering timely feedback, which leads to more efficient and innovative teaching strategies. However, there were also worries about students becoming too dependent on AI, issues of plagiarism, diminished critical thinking skills, and the disconnect between AI-created texts and the actual language proficiency of students. The research emphasizes the crucial part teachers play in providing emotional encouragement, inspiration, and moral guidance, highlighting that AI should be regarded as an assistant in education, not as a substitute for teachers. Despite its findings, this study is limited by a narrow sample size and a specific educational setting. In practical terms, the results indicate a need for structured training for educators, well-defined ethical standards, and thorough school regulations to facilitate the effective and responsible application of AI in classrooms focused on English language instruction.

References

Asgap, M. S., & Khatimah, K. (2024). Exploring Teachers' Perceptions and Implementation of AI in English Language Teaching. INTERACTION: Journal of Language Education, 11(1), 825–833. Retrieved from https://e-journal.unimudasorong.ac.id/index.php/interactionjournal/article/view/2151

Balnur. (2024). The Impact of Artificial Intelligence Tools on English as a Foreign Language Writing: Advantages and Challenges

Bani, M., & Masruddin, M. (2021). Development of Android-based harmonic oscillation pocket book for senior high school students. JOTSE: Journal of Technology and Science Education, 11(1), 93-103.

Chung, J.-Y., & Jeong, S.-H. (2024). Exploring the perceptions of Chinese pre-service teachers on the integration of generative AI in English language teaching: Benefits, challenges, and educational implications. Online Journal of Communication and Media Technologies, 14(4), e202457. Retrieved from https://doi.org/10.30935/ojcmt/15266

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Retrieved from https://books.google.com/books?id=DLbBDQAAQBAJ

Dao, N. A. D., Nguyen, T. M., Tran, T. T., & Phan, A. (2025). Educational Administrators versus Teachers’ Perspectives on the Use of AI in Language Learning: A Qualitative Study. Computer-Assisted Language Learning Electronic Journal, 26(4), 418-442. Retrieved from https://callej.org/index.php/journal/article/view/660

Dilzhan, B. (2024). Teaching English and Artificial Intelligence: EFL Teachers’ Perceptions and Use of ChatGPT. Retrieved from https://doi.org/10.35542/osf.io/fwy92

Ghimire, P. R., & Neupane, B. P. (2024). Teachers’ Perception and Experiences on Artificial Intelligence (AI) Integration in English Language Teaching and Learning. Lumbini Journal of Language and Literature, 4(1), 104–116. Retrieved from https://doi.org/10.3126/ljll.v4i1.73918

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59-82. Retrieved from https://doi.org/10.1177/1525822X05279903

Hutauruk, D. R., & Daulay, S. H. (2024). Teachers' Perception of Generative AI Tools for English Language Instruction. Proceedings of Conference on English Language Teaching (CELTI), 4, 69-78. Retrieved from https://doi.org/10.24090/celti.2024.1015

Husnaini, H. (2022). Development of Self Esteem-Oriented Micro Teaching Materials for IAIN Palopo English Education Students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 538-560.

Islam, M., Hasan, M. M., & Mahmud, R. (2024). EFL Teachers' Perceptions of AI's Impact on Academic Integrity and Pedagogy in Bangladeshi Universities. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 8(2), 564-579. Retrieved from https://doi.org/10.30743/ll.v8i2.10082

Kalra, R. (2024). Exploring teachers’ perceptions toward the integration of AI tools in the language classroom. NIDA Journal of Language and Communication, 29(45), 21-36. Retrieved from https://so04.tci-thaijo.org/index.php/NJLC/article/view/280606

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274. Retrieved from https://doi.org/10.1016/j.lindif.2023.102274

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of education, 193(3), 13-19. Retrieved from https://doi.org/10.1177/002205741319300303

Lin, H. (2022). Influences of artificial intelligence in education on teaching effectiveness: The mediating effect of teachers’ perceptions of educational technology. International Journal of Emerging Technologies in Learning, 17(24), 144–156. Retrieved from https://doi.org/10.3991/ijet.v17i24.36037

Mabuan, R. A. (2024). ChatGPT and ELT: Exploring Teachers’ Voices. International Journal of Technology in Education. Retrieved from https://doi.org/10.46328/ijte.523

Miranda, S. (2025). Artificial intelligence in education: An exploratory survey to gather the perceptions of teachers, students, and educators around the University of Salerno. Education Sciences, 15(8), 975. Retrieved from https://doi.org/10.3390/educsci15080975

Moura, A., & Carvalho, A. A. A. (2024, February). Teachers’ perceptions of the use of artificial intelligence in the classroom. In International conference on lifelong education and leadership for all (ICLEL 2023) (pp. 140-150). Atlantis Press. Retrieved from https://doi.org/10.2991/978-94-6463-380-1_13

Nogaibayeva, A., & Yersultanova, G. (2025). ‘It is not the same as a classroom teacher’: A qualitative study of foreign language teachers’ perspectives on artificial intelligence-supported tools in Kazakhstan. Contemporary Educational Technology, 17(4), ep599. Retrieved from https://doi.org/10.30935/cedtech/17405

Özkan, E. K., Erdemir, N., & Coşkun, D. (2024). EFL Teachers’ Perspectives on Artificial Intelligence: A Systematic Review. Ihlara Eğitim Araştırmaları Dergisi. 9(2), 150-168. Retrieved from https://doi.org/10.47479/ihead.1535035

Parviz, M. (2024). The Double-Edged Sword: AI Integration in English Language Education from the Perspectives of Iranian EFL Instructors. Complutense Journal of English Studies, 32. Retrieved from https://doi.org/10.5209/cjes.97261

Polak, S., Schiavo, G., & Zancanaro, M. (2022). Teachers’ perspective on artificial intelligence education: An initial investigation. In CHI conference on human factors in computing systems extended abstracts (pp. 1-7). Retrieved from https://doi.org/10.1145/3491101.3519866

Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. Wiley. Retrieved from https://lccn.loc.gov/75044335

Suharno, Musthafa, B., & Purnawarman, P. (2025). Exploring Perceptions and Experiences: Integrating AI in English Language Teaching from the Perspectives of Learners and Educators. Jurnal Pendidikan Progresif, 15(1), 499–515. Retrieved from https://doi.org/10.23960/jpp.v15i1.pp499-515

Tajik, A. (2025). Exploring the Role of AI-Driven Dynamic Writing Platforms in Improving EFL Learners' Writing Skills and Fostering Their Motivation, 08 January 2025, PREPRINT (Version 1). Research Square. Retrieved from https://doi.org/10.21203/rs.3.rs-5788599/v1

Taliki, A., Basri, M., Abasa, Z., & Sutrisno, D. B. (2025). Teachers’ Perception on Using Artificial Intelligence (AI) in Teaching English. Jurnal Pendidikan dan Pembelajaran, 4(02), 1221-1227. Retrieved from https://ojs.smkmerahputih.com/index.php/juperan/article/view/1289

Yetkin, R., & Özer-Altınkaya, Z. (2024). AI in the language classroom: Insights from pre-service English teachers. E-Learning and Digital Media. 0(0) 1–14 Retrieved from https://doi.org/10.1177/20427530241267011

Yao, X., & Huang, X. (2024). Study on College English Teachers’ Attitudes and Acceptance of AI-Driven Language Learning Applications. In International Education Forum 2(6), pp. 235-242. Retrieved from https://doi.org/10.26689/ief.v2i6.7621

Zhang, C., Schießl, J., Plößl, L. et al. (2023). Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis. Int J Educ Technol High Educ 20, 49. Retrieved from https://doi.org/10.1186/s41239-023-00420-7

Zulkarnain, N. S., & Yunus, M. M. (2023). Primary Teachers’ Perspectives on Using Artificial Intelligence Technology in English as a Second Language Teaching and Learning: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 12(2). Retrieved from https://doi.org/10.6007/ijarped/v12-i2/17119

Downloads

Published

2025-12-31

Issue

Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

Section

Articles

Citation Check

License

Copyright (c) 2025 Qonita Adlina Mardhiyya, Ayunda, Shine, Viviana Lisma Lestari

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)