| dc.description.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. | id_ID |
