Email this article Exploring Perceptions and Experiences: Integrating AI in English Language Teaching from the Perspectives of Learners and Educators
), Bachrudin Musthafa(2), Pupung Purnawarman(3) (1) Universitas Pendidikan Indonesia, Indonesia
(2) Universitas Pendidikan Indonesia, Indonesia
(3) Universitas Pendidikan Indonesia, Indonesia
Corresponding AuthorCopyright (c) 2025 Suharno Suharno, Bachrudin Musthafa, Pupung Purnawarman
| Article Metrics→ |
| Indexing Database→ |  |
 |
10.23960/jpp.v15i1.pp499-515
Abstract
Exploring Perceptions and Experiences: Integrating AI in English Language Teaching from the Perspectives of Learners and Educators. Purpose: This study aims to explore learners’ and faculty members’ perceptions of the enactment of Artificial Intelligence (AI) technologies in English Language Teaching (ELT) based on the Community of Inquiry (CoI) Framework; in particular, intending to investigate the perceived benefits, challenges, and pedagogical implications of artificial intelligence adoption in the Indonesian education landscape. Methods: Using a mixed-methods sequential explanatory design, the study commenced with quantitative data collection through questionnaires issued to learners and educators. The next phase involved qualitative data collection through in-depth interviews and focus group discussions, which provided greater depth of insight into participants’ experiences and attitudes. Findings: In this sense, it is significant that the positive impact of artificial intelligence on ELT was reported above. Educators also acknowledged the role of AI in enhancing traditional practices and facilitating classrooms that are more dynamic and student-centered. Nonetheless, there are concerns about privacy, data security, and whether AI-driven tools are culturally nuanced enough for language instruction. Conclusion: Such fears underscore the need for contextually appropriate implementation guidelines that adapt AI tools to align with pedagogy norms and moral codes found in local education systems. This work thus contributes to the growing literature on the implementation of AI technology in language education by providing empirical evidence of effective integration of this technology, particularly in Indonesia. The outcomes will serve not solely to inform educators and policymakers on the best practices surrounding AI integration throughout ELT but also to affirm the addressing of protection and cultural acclimatization challenges. Overall, the research sets forth a roadmap for AI’s potential pedagogical role in shaping language instruction practice and policy.
Keywords: artificial intelligence, community of inquiry, english language teaching, experiences, perceptions.
References
Alam, A. (2021). Should robots replace teachers? Mobilisation of AI and learning analytics in education. In 2021 International Conference on Advances in Computing, Communication, and Control (ICAC3). https://doi.org/10.1109/icac353642.2021.9697300
Anderson, T., Rourke, L., Garrison, R., & Archer, W. (2019). Assessing teaching presence in a computer conferencing context. Online Learning, 5(2). https://doi.org/10.24059/olj.v5i2.1875
B. L. W. (2019). Educational technology and the new world of persistent learning. IGI Global.
Braun, V., & Clarke, V. (2021). Thematic analysis. SAGE Publications.
Creswell, J. W. (2017). Designing and conducting mixed methods research. SAGE Publications.
Cui, R., & Teo, P. (2020). Dialogic education for classroom teaching: A critical review. Language and Education, 35(3), 187–203. https://doi.org/10.1080/09500782.2020.1837859
Dela Cruz, M. (2022). AI-enhanced learning in ELT: A case study in the Philippines. Philippine Journal of Education, 34(2), 45-60.
Dwii, B., & John, B. P. (2024). Embracing AI in education: Indonesian university students. The American Journal of Social Science and Education Innovations, 6(9), 140–150. https://doi.org/10.37547/tajssei/volume06issue09-15
Fengchun, M., Wayne, H., Huang, R., Zhang, H., & UNESCO. (2021). AI and education. UNESCO Publishing.
Fernandez, L., & Bautista, R. (2023). Teacher perspectives on AI in English language classrooms: A study from the Philippines. Journal of Educational Technology, 15(1), 78-92.
Field, A. (2017). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Garrison, D. R., & Arbaugh, J. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
Goniwada, S. R. (2023). Datafication analytics. In Introduction to Datafication (pp. 67–100). Springer. https://doi.org/10.1007/978-1-4842-9496-3_3
Grønmo, S. (2023). Social research methods. SAGE Publications.
Gupta, S. (2023). Challenges and opportunities in AI integration in Indian education. Indian Journal of EdTech, 28(3), 102-118.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education.
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822x05282260
Luckin, R. (2018). Enhancing learning and teaching with technology. UCL Institute of Education Press.
Mahlow, C. (2023). Large language models and artificial intelligence, the end of (language) learning as we know it or not quite? OSF. https://doi.org/10.35542/osf.io/da2rm
Mano, M. P. (2024). Understanding and factors influencing the adoption of AI tools in academic environment. International Research in Engineering and Management, 8(1), 1–6. https://doi.org/10.55041/ijsrem28207
Mano, T. (2024). The role of AI in Indonesian education: Opportunities and challenges. Indonesian Educational Review, 19(1), 22-35.
Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice. John Wiley & Sons.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Patel, R., & Sharma, P. (2023). AI in English language teaching: Implementation and impact in Indian classrooms. Journal of Language & AI, 21(4), 55-70.
Raj, V., & Mehta, K. (2023). AI adoption in ELT: A cultural perspective from India. International Journal of ELT Research, 18(2), 34-50.
Salman, M. S., & D. C. R. (2024). The influence of AI-powered learning platforms on student engagement and performance: Emerging technologies in education. International Journal of Research Publication and Reviews, 5(7), 1816–1824. https://doi.org/10.55248/gengpi.5.0724.1750
Santos, A. (2024). AI and pedagogical shifts in ELT: Insights from the Philippines. Language Learning and Technology, 30(1), 67-85.
Satar, M. (2021). Speaking with machines: Interacting with bots for language teaching and learning. Innovative Language Pedagogy Report, 133–138. https://doi.org/10.14705/rpnet.2021.50.1248
Shermis, M. D., & Wilson, J. (2024). The Routledge international handbook of automated essay evaluation. Taylor & Francis.
Siemens, G. (2013). Learning analytics. American Behavioral Scientist, 57(10), 1380–1400. https://doi.org/10.1177/00027642134988
Su, J., & Zhong, Y. (2022). Artificial intelligence (AI) in early childhood education: Curriculum design and future directions. Computers and Education: Artificial Intelligence, 3, 100072. https://doi.org/10.1016/j.caeai.2022.100072
Swargiary, K. (2024). Embracing AI in education: A guide for teachers. LAP.
Traxler, J., & Kukulska-Hulme, A. (2015). Mobile learning. Routledge.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369
Wiles, R. (2012). What are qualitative research ethics?. Bloomsbury Academic.
Yusuf, F. (2023). Digital transformation in Indonesian education: The role of AI and emerging technologies. Southeast Asian Journal of Education, 12(3), 10-27.
Zavalevskyi, Y., Kyrilenko, S., Kijan, O., Bessarab, N., & Mosyakova, I. (2024). The role of AI in individualizing learning and creating personalized programs. Revista Amazonia Investiga, 13(73), 200–208. https://doi
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
Zhao, K., & Lei, C. (2017). Technology-enhanced content and language integrated learning in Chinese tertiary English classes: Potentials and challenges. Innovation in Language Learning and Teaching, 89–113. https://doi.org/10.1057/978-1-137-60092-9_5
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats