International Journal For Multidisciplinary Research

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THE USE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE INSTRUCTION

Author(s) Ms. Marcel E. Olor-Umbina, Dr. Merlyn L. Estoque
Country Philippines
Abstract Artificial Intelligence (AI) is a rapidly evolving field aimed at replicating human intelligence in machines to perform various tasks. In education, it has increasingly been used by both teachers and students to enhance teaching and learning. Despite its potential, concerns about its application in classroom settings persist. This study aimed to determine the extent of AI use among English teachers and analyze their experiences in language instruction. A sequential mixed-methods design was employed, utilizing a researcher-made survey questionnaire and interview guide. The study involved 33 selected elementary teachers from Anao-aon District. Quantitative data were analyzed using frequency count, weighted mean, standard deviation, and One-Way ANOVA for Repeated Measures, while qualitative responses were analyzed thematically. Findings revealed that most respondents were aged 41–50, female, married, held MA units, and had 20–29 years of teaching experience. Quillbot was the most frequently used AI tool. However, AI was generally "Not Used" in teaching all macro skills—listening, speaking, reading, and writing. Age significantly affected AI use in writing, reading, and listening, while years of teaching experience and the type of AI tool significantly influenced all macro skills. Thematic analysis uncovered key themes: Prevalence of Non-Usage, Limited Knowledge of AI, Potential for Customization, Feedback Mechanism, Student Empowerment, and Engagement and Skills Development. Despite limited usage, AI demonstrated promising potential in enhancing language instruction.
Keywords artificial intelligence, language instruction, macro skills, reading, writing, listening, speaking
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-07-19
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.50844
Short DOI https://doi.org/g9tz2g
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