International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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The Evolving Role of English Teachers: Experiences on Determining AI-Generated Language Output

Author(s) Ms. Deliza E Dumandan, Dr. Dhan Timothy M. Ibojo
Country Philippines
Abstract The widespread adoption of Artificial Intelligence (AI) tools significantly impacts language education, raising concerns about academic integrity and student work authenticity. English teachers struggle to distinguish human from AI-generated content, affecting assessment. This study explores teachers' experiences, challenges, coping mechanisms, insights, and guidelines into AI output to inform pedagogical and policy responses. This qualitative-phenomenological study examined the experiences of ten (10) English language teachers in Monkayo, Davao de Oro, Philippines. The informants, purposively sampled with at least two years of experience and documented AI encounters (2024-2025), were interviewed semi-structurally. Data, collected in preferred languages, were transcribed, translated, and analyzed thematically to identify experiences, challenges, coping mechanisms, insights, and guidelines on AI output. Ethical considerations, including consent and confidentiality, were strictly followed. Teachers frequently suspected AI in essays and creative pieces due to unnatural phrasing, sophisticated vocabulary, and lack of personal insights. An AI-generated entire essay output was common. AI tools made assessing student work tedious and complex, with unreliable AI detection tools and perfect AI output as key problems. Teachers reported a substantial emotional and mental toll and a need for AI literacy. Teachers adopted more in-class writing tasks and manual reading to cope with this, and taught responsible use of AI. They designed specific questions and divided big writing tasks. The study's findings revealed that experiences, challenges, coping mechanisms, insights, and guidelines on AI-generated text impeded critical thinking and made assessment harder to assess, leading to over-reliance on accuracy. Long-term implications include balancing AI use, shifting to oral exam and portfolio assessment, and schools investing in teacher training with clear policies and challenging assessments. Findings highlight AI's transformative impact on language education, shifting teachers' roles to critical thinking facilitators. A significant gap exists between sophisticated AI output and detection. This necessitates a multi-faceted approach: adaptive pedagogical strategies, continuous professional development, and robust institutional policies. Fostering academic integrity, promoting AI literacy, and diversifying assessment are crucial for genuine language proficiency in an AI-integrated environment. The study advocates for collaborative navigation of AI complexities.
Keywords English language teaching, AI-generated language content, English teachers, academic integrity, AI literacy, assessment methods, pedagogical strategies, challenges, coping mechanisms, language education, Philippines
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-10
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.53017
Short DOI https://doi.org/g9w5hz
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