Exploring teachers’ and learners’ perceptions of AI-supported pedagogical tools in English language teaching

Abstract

Artificial intelligence (AI) is rapidly transforming educational practices, particularly in English language teaching (ELT). Unlike traditional digital tools, AI systems such as large language models, automated writing evaluators, and adaptive learning platforms offer interactive, personalized, and responsive support for both teachers and learners. This study investigates perceptions of AI integration in ELT by examining similarities and differences between English as a Foreign Language (EFL) teachers and learners. A concurrent mixed-methods design was employed, with quantitative data analyzed using descriptive statistics and independent-samples t-tests, and qualitative interview data analyzed through thematic analysis. Quantitative data were collected via a newly designed questionnaire focusing on pedagogical value, usability, engagement, assessment, ethics, and readiness. In addition, semi-structured interviews were conducted to obtain richer insights into participants’ lived experiences with AI. Findings show that both groups generally hold favorable views of AI’s role in enhancing engagement and providing individualized feedback, though concerns remain regarding reliability, ethical use, and academic integrity. The study contributes to understanding how teachers and learners align or diverge in their perceptions of AI in ELT, offering implications for policy, curriculum design, and teacher training.

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