Comparative Study of Teachers’ and Students’ Perceptions of the Effectiveness of AI in English Language Teaching

Abstract

Aim of the Study: This study examines the effectiveness of AI in Pakistani ELT classrooms by performing a comparative analysis of ELT teachers and their respective students’ perceptions regarding the effectiveness of AI in ELT. It also examines how institutional differences play an important role in shaping ELT teachers’ perceptions about the integration of technology in education.

Methodology: The data was collected online using a Likert scale survey. The questionnaire asked questions related to the ease of use, usefulness, and effectiveness of AI in language learning and teaching. The obtained data was run through JASP software to get independent sample t-tests and descriptive statistics results. The results obtained were then analyzed using Davis’s Technology Acceptance Model (TAM).

Findings: The findings reveal that both teachers and students have high perceptions regarding the usefulness of AI in ELT. However, teachers’ and students’ perceptions differ in some respects; students regard AI to be more effective and easy to use compared to their teachers. The findings also reveal that IIUI ELT teachers report lower institutional support compared to NUML teachers, showing that institutional factors also play an important role in shaping teacher’s perceptions regarding the effectiveness of AI.

Conclusion: This research contributes a deeper understanding of AI acceptance in Pakistani ELT and provides deeper insights for educators and policy makers.