ENGLISH TEACHERS’ PERCEPTIONS OF AI TOOLS: FRIEND OR FOE?

Fida Binth Basheer C.

doi:10.29121/shodhgyan.v3.i2.2025.50

Authors

Fida Binth Basheer C. Assistant Professor, Department of English, Anvarul Islam Women’s Arabic College, Mongam, University of Calicut, Kerala, India.

DOI:

https://doi.org/10.29121/shodhgyan.v3.i2.2025.50

Keywords:

Artificial Intelligence, Digital Classroom, English Language Teaching and Ethical implications

Abstract [English]

The rapid advancement of Artificial Intelligence (AI) tools such as ChatGPT, Grammarly, and QuillBot is reshaping the landscape of English Language Teaching (ELT). These technologies offer support in grammar correction, content generation, and personalised feedback, making them increasingly present in classrooms. This study examines the perceptions of English teachers regarding the integration of AI tools into their teaching practices. Using a mixed-methods approach, comprising surveys and interviews with school and college-level educators, the research uncovers a broad spectrum of attitudes. While many teachers appreciate AI’s potential to enhance writing skills, provide immediate feedback, and foster learner autonomy, others express concerns about student over-reliance, reduced creativity, plagiarism, and the diminishing role of the teacher. Ethical implications and shifts in teacher-student dynamics also emerge as significant issues. The findings highlight that although AI tools are generally seen as beneficial, their effective adoption hinges on proper training, institutional support, and a balanced pedagogical approach. This study underscores the urgent need for professional development programs to help educators critically and confidently engage with AI, ensuring its thoughtful integration into the evolving digital classroom.

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