AI as Pedagogical Partner: ELT Teachers’ Strategies and Dilemmas in Everyday Classroom Use

Abstract

Artificial Intelligence (AI) is rapidly reshaping English Language Teaching (ELT), yet what teachers actually do with AI in everyday classrooms is still poorly documented. Addressing this gap, this study examines how ELT teachers integrate AI as a pedagogical partner, the extent of its classroom use, and the dilemmas that accompany it. Using an explanatory sequential mixed methods design, survey data were first collected from thirty secondary and tertiary ELT teachers who already used AI tools, followed by in depth interviews with five purposively selected participants to explain and deepen the survey patterns. Descriptive statistics show moderately high levels of AI engagement, with reported classroom use ranging from about 60 to 95 percent, most teachers rating AI effectiveness at 4 or 5 on a five point scale, and challenge ratings clustering at 3 or above, indicating that benefits and barriers are experienced simultaneously. Thematic analysis of interview data reveals that teachers employ AI for AI assisted peer review, chatbot supported speaking tasks, data informed lesson planning, and real time language feedback that together enhance student participation and instructional efficiency. At the same time, teachers struggle with unequal access to devices and connectivity, limited institutional training, ethical concerns about data use and academic integrity, and the risk of student over reliance on AI. The study contributes a grounded, teacher centred account of AI integration in ELT and calls for sustained professional development, equitable infrastructure, and clear institutional guidelines so that AI can support more ethical, inclusive, and human centred language education.

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