UNDERSTANDING TEACHERS’ PERCEPTIONS AND PRACTICES OF AI INTEGRATION IN ENGLISH LANGUAGE TEACHING

Abstract

The integration of Artificial Intelligence (AI) in education has garnered significant attention, promising enhanced teaching and learning experiences. This study investigates the perceptions and practices of English teachers in Samarinda, East Kalimantan, regarding AI integration in English language teaching. Utilizing a structured questionnaire, data were collected from a sample of 145 English teachers across public and private secondary schools in Samarinda. The questionnaire comprised sections on demographic information, perceptions of AI, and current practices in AI integration. The findings reveal that a majority of the teachers hold positive attitudes towards AI, with 65% expressing optimism about its potential benefits, such as improved student engagement and personalized learning. However, challenges persist, including concerns about the complexity of AI tools and potential job displacement, noted by 55% and 45% of the respondents, respectively. While 58% of the teachers reported using AI tools in their teaching, the extent and frequency of use varied, with only 20% fully integrating AI into their daily practices. Further analysis indicates that demographic factors, such as years of teaching experience and prior training in AI, significantly influence teachers' readiness and ability to adopt AI technologies. Teachers with more experience and those who had undergone relevant training demonstrated higher confidence and a greater tendency to integrate AI tools effectively.