TEACHERS’ PERCEPTIONS OF AI IN ESL TEACHING:NAVIGATING BETWEEN OPPORTUNITIES AND THREATS

Abstract

The current study aims to explore ESL teachers’ perceptions of integrating Artificial Intelligence into English language teaching in terms of opportunities and threats. Framed within the Technology Acceptance Model, this research is guided by the concepts of usefulness and relative ease of AI for ESL teachers. Using a quantitative survey approach, data was collected from ESL teachers in Punjab, Pakistan, using a structured questionary with a Likert-scale method. The results demonstrated overall supportive attitudes among ESL teachers towards AI in terms of lesson planning and preparation, practical teaching, and lessons delivery, and student motivation and engagement. At the same time, ESL teachers have expressed concerns regarding moral and ethical, overreliance on technology, bias and disparities, and data security and privacy. AI should be viewed by ESL teachers as a supporting environment but not as a threat for the academicians. In summary, AI can be accommodated by ESL classrooms but only under the prerequisites of teachers’ readiness, professional help, and balanced organizational support system of innovation and humanistic pedagogy values.