English Teachers´Perceptions of Artificial intelligence in Language Teaching

Abstract

Abstract: The study *English teachers perceptions of artificial intelligence in language teaching* aimed to identify the benefits, challenges, and perceptions regarding the use of AI in English classrooms. Conducted across thirteen public and private institutions in Loja and involving fifty English teachers ranging from primary to secondary levels, the research employed a mixed-methods approach comprising a Likert-scale questionnaire, interviews, and classroom observations. The findings revealed that AI acts as a partner, complementing lesson planning and delivery through generative AI to enhance instruction. The study also highlights the need to promote the responsible use of AI among students. Regarding contextual challenges, issues such as connectivity problems, a lack of classroom resources, and the absence of ongoing programs to strengthen AI proficiency impact the quality of teaching and learning. Furthermore, teachers advocate for the contribution of AI to quality instruction. Finally, educators acknowledge the need to address ethical implications, emphasizing academic integrity to prevent the erosion of students' critical thinking skills caused by an over-reliance on AI tools.