Artificial Intelligence in English Education: Higher Education English Lecturers’ Perspectives on a New Pedagogical Approach
DOI:
https://doi.org/10.46328/ijte.5369Keywords:
Digital pedagogy, English language teaching, Teachers’ perspectives, Educational technology, AI in higher educationAbstract
This study explores higher education English teachers’ perspectives on the use of artificial intelligence (AI) tools in language instruction, considering both their potential benefits and challenges. A mixed-methods design collected quantitative data from 62 English teachers through an online questionnaire and qualitative insights from interviews with three English instructors. Findings indicate that 60% of teachers believe AI aids in lesson planning and grading, 69% consider it a useful feedback tool, and 67% feel it supports instruction in grammar and vocabulary. Nonetheless, concerns were evident, with 62% noting a reduction in real human interaction and 47% worried about student overreliance on AI affecting independent thinking. Qualitative data reinforced these trends, highlighting teachers’ appreciation of AI’s efficiency and pedagogical support alongside apprehensions about job security and diminished interpersonal engagement. Overall, the results suggest that AI can enhance teaching effectiveness if integrated thoughtfully, preserving essential human elements in language education.
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