Teachers’ Perception of Generative AI Tools for English Language Instruction
DOI:
https://doi.org/10.24090/celti.2024.1012Keywords:
Generative AI tool, English language instruction, novice English teacher, senior English teacherAbstract
Artificial intelligence (AI) technology has become a major force in various fields, including language education. The introduction of generative AI tools into the English language teaching process opens up new opportunities and challenges. Therefore, this study aims to explore the perceptions of novice and senior English teachers regarding the integration of generative artificial intelligence (AI) tools in English language teaching. A qualitative case study approach was used involving 13 teachers, consisting of 6 novice and seven senior teachers in high school. Data were collected through questionnaires and semi-structured interviews and then analyzed using thematic analysis. The research findings indicate that novice teachers are more familiar with and tend to perceive generative AI tools as more useful compared to senior teachers. However, both novice and senior teachers acknowledge the potential benefits of AI tools in enhancing lesson planning, providing personalized feedback, and creating engaging learning experiences. Nevertheless, they also anticipate challenges such as insufficient training, technical issues, concerns about student engagement, as well as ethical and privacy issues. This study highlights the need for comprehensive training, adequate technological support, and further research to optimize the integration of AI tools in language teaching effectively and ethically.
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Copyright (c) 2024 Desi Ramadali Hutauruk, Sholihatul Hamidah Daulay
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