Perceptions of EFL teachers on integrating ai tools for foundation-level English language instruction

Abstract

This study investigates how EFL teachers at the Preparatory Studies Centre (PSC) of the University of Technology and Applied Sciences - Al Mussanah (UTAS-A) perceive using AI tools for teaching English to foundation-level students. It measures the following constructs: a) teachers’ preparedness and level of comfort with AI tools. b)  The frequency of their use of AI tools in classroom teaching. c)  The effectiveness of AI tools in teaching and learning. A descriptive approach was adopted by administering an online survey to 21 EFL teachers at the PSC. The data analyzed using Mann-Whitney and Kruskal-Wallis tests suggest no difference in teachers’ perceptions regarding AI tool integration in teaching based on age, gender, experience, and teaching level. The results show that teachers felt relatively comfortable using AI for language instruction. They considered the impact of AI tools on students’ language skills, vocabulary and pronunciation to be mildly constructive but this did not extend to grammar. They had relatively positive perceptions of the impact of AI tools on student engagement but viewed their impact on critical thinking skills negatively. They were more inclined to use AI for materials preparation than for assignments, grading, and providing feedback on language. The study recommends providing support and resources for teachers who may feel less prepared or uncomfortable with AI tools. The findings of the study have significant implications for stakeholders in promoting the effective integration of AI technology in language teaching practices.