LECTURERS’ READINESS AND INTENTIONS FOR AI INTEGRATION IN INDONESIAN AND INDIAN ELL CLASSROOM

  • Ni Wayan Adi Priantini Universitas Mahasaraswati Denpasar
  • Dewa Ayu Alit Riska Dewi Universitas Mahasaraswati Denpasar
  • Anak Agung Putri Maharani Universitas Mahasaraswati Denpasar
  • I Komang Budiarta Universitas Mahasaraswati Denpasar
  • Ni Luh Putu Dian Sawitri Universitas Mahasaraswati Denpasar
  • Harvinder Kumar Negi GLA University Mathura
DOI: https://doi.org/10.25134/erjee.v12i3.10034
Keywords: Artificial Intelligence, English language learning, intention, readiness

Abstract

Investigating the readiness and intention of the lecturers for the use of artificial intelligence (AI) in English language learning is the goal of this study. The questionnaire, online interview, and focus group discussion were all used in the this mixed-methods designed research to collect data. Finding out the lecturers’ readiness  and their intentions on the use of AI applications into their English classrooms are the main points of emphasis. There were 29 English Department lecturers were involved, 11 lecturers from Indonesia (5 males and 6 females) and 18 lecturers from India (6 males and 12 females). It was identified that the lecturers have high readiness in infusing AI into the English language learning classroom. Their readiness was supported by the identified efforts that the lecturers had performed.  Then, it was also figured out that the lecturers have positive intention to infuse AI into their English class. 

References

Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education : Addressing ethical challenges in K ‑ 12 settings. AI and Ethics, 2, 431–440. https://doi.org/10.1007/s43681-021-00096-7

Akintayo, O. T., Eden, C. A., Ayeni, O. O., & Onyebuchi, N. C. (2024). Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem. Computer Science & IT Research Journal, 5(5), 1076–1089. https://doi.org/10.51594/csitrj.v5i5.1116

Ayotunde, O. O., Jamil, D. I., & Cavus, N. (2023). The Impact of artificial intelligence in foreign language learning using learning management systems: A systematic literature review. Information Technologies and Learning Tools, 95(3), 215–228. https://doi.org/10.33407/itlt.v95i3.5233

Bai, Y. (2022). An analysis model of college English classroom patterns using LSTM neural networks. Wireless Communications and Mobile Computing, 1–10. https://doi.org/10.1155/2022/6477883

Belda-Medina, J., & Goddard, M. B. (2024). AI-driven digital storytelling: A strategy for creating English as a foreign language (EFL) materials. International Journal of Linguistics Studies, 4(1), 40–49. https://doi.org/10.32996/ijls.2024.4.1.4

Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y

Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257–272. https://doi.org/10.1016/j.tate.2005.01.001

Chai, C. S., Lin, P.-Y., Siu-Yung Jong, M., Dai, Y., Chiu, T. K. F., & Qin, J. (2021). Perceptions of and behavioral intentions towards learning artificial intelligence in primary school students. Educational Technology & Society, 24(3), 89–101.

Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510

Emenike, M. E., & Emenike, B. U. (2023). Was this title generated by ChatGPT? Considerations for artificial intelligence text-generation software programs for chemists and chemistry educators. Journal of Chemical Education, 100(4), 1413–1418. https://doi.org/10.1021/acs.jchemed.3c00063

Ferikoğlu, D., & Akgün, E. (2022). An investigation of teachers’ artificial intelligence awareness: A scale development study. Malaysian Online Journal of Educational Technology, 10(3), 215–232.

Gao, Y., Wong, S. L., Khambari, M. N. M., Noordin, N. bt, Geng, J., & Bai, Y. (2023). Factors affecting English language teachers’ behavioral intentions to teach online under the pandemic normalization of Covid-19 in China. Behavioral Sciences, 13(8), 1–21. https://doi.org/10.3390/bs13080624

Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2024). Exploring the impact of AI on teacher leadership: Regressing or expanding? Education and Information Technologies, 29, 8415–8433. https://doi.org/10.1007/s10639-023-12174-w

Huang, J., Shen, G., & Ren, X. (2021). Connotation analysis and paradigm shift of teaching design under artificial intelligence technology. International Journal of Emerging Technologies in Learning, 16(5), 73–86. https://doi.org/10.3991/ijet.v16i05.20287

Jayasuriya, S., Swisher, K., Rego, J. D., Chandran, S., Mativo, J., Kurz, T., Collins, C. E., Robinson, D. T., & Pidaparti, R. (2024). ImageSTEAM: Teacher professional development for integrating visual computing into middle school lessons. Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23101–23109. https://doi.org/10.1609/aaai.v38i21.30355

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 1–13. https://doi.org/10.1016/j.lindif.2023.102274

Khalymon, I., & Shevchenko, S. (2017). Readiness for learner autonomy of prospective teachers minoring in English. Advanced Education, 4(8), 65–71. https://doi.org/10.20535/2410-8286.107296

Kuleto, V., Ilić, M., Dumangiu, M., Ranković, M., Martins, O. M. D., Păun, D., & Mihoreanu, L. (2021). Exploring opportunities and challenges of artificial intelligence and machine learning in higher education institutions. Sustainability, 13(18), 1–16. https://doi.org/10.3390/su131810424

Lee, I., & Perret, B. (2022). Preparing high school teachers to integrate AI methods into STEM classrooms. Proceedings of the 36th AAAI Conference on Artificial Intelligence, AAAI 2022, 36, 12783–12791. https://doi.org/10.1609/aaai.v36i11.21557

Mujiono, M. (2023). Educational collaboration : Teachers and artificial intelligence. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(2), 618–632. https://doi.org/10.33394/jk.v9i2.7801

Paranjape, K., Schinkel, M., Panday, R. N., Car, J., & Nanayakkara, P. (2019). Introducing artificial intelligence training in medical education. JMIR Medical Education, 5(2), 1–12. https://doi.org/10.2196/16048

Park, J. (2023). A case study on enhancing the expertise of artificial intelligence education for pre-service teachers. Journal of the Korea Institute of Information and Communication Engineering. https://doi.org/10.6109/jkiice.2024.28.1.54

Pratama, R. M. D., & Hastuti, D. P. (2024). The use of artificial intelligence to improve EFL students’ writing skill. English Learning Innovation, 5(1), 13–25. https://doi.org/10.22219/englie.v5i1.30212

Rathore, A. A., Sultana, N., Zareen, S. J., & Ahmed, A. (2023). Artificial intelligence and curriculum prospects for elementary school. Pakistan Journal of Humanities and Social Sciences, 11(4), 4635–4644. https://doi.org/10.52131/pjhss.2023.v11i4.1909

Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26, 582–599. https://doi.org/10.1007/s40593-016-0110-3

Sapci, A. H., & Sapci, H. A. (2020). Artificial intelligence education and tools for medical and health informatics students : Systematic review. JMIR Medical Education, 6(1), 1–14. https://doi.org/10.2196/19285

Sun, Z., Anbarasan, M., & Kumar, D. P. (2020). Design of online intelligent English teaching platform based on artificial intelligence techniques. Computational Intelligence, 37(3), 1–15. https://doi.org/10.1111/coin.12351

Syafryadin, Suherdi, D., Nadya, N. L., Harahap, A., & Astrid, A. (2022). Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities. Indonesian Journal of Applied Linguistics, 11(3), 708–717. https://doi.org/10.17509/ijal.v11i3.34667

Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers and Education, 57, 2432–2440. https://doi.org/10.1016/j.compedu.2011.06.008

Ulfa, K. (2023). The transformative power of artificial intelligence (AI) to elevate English language learning. Majalah Ilmiah METHODA, 13(3), 307–313. https://doi.org/10.46880/methoda.vol13no3.pp307-313

Vafadar, M., & Amani, A. M. (2024). Academic education in the era of generative artificial intelligence. Journal of Electronics and Electrical Engineering, 3(1), 110–124. https://doi.org/10.37256/jeee.3120244010

Vall, R. R. F. de la, & Araya, F. G. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(01), 7569–7576. https://doi.org/10.18535/ijsshi/v10i01.02

Yu, H., & Nazir, S. (2021). Role of 5G and artificial intelligence for research and transformation of English situational teaching in higher studies. Mobile Information Systems, 1–16. https://doi.org/10.1155/2021/3773414

Zhao, L., Wu, X., & Luo, H. (2022). Developing AI literacy for primary and middle school teachers in China: Based on a structural equation modeling analysis. Sustainability, 14, 1–16. https://doi.org/10.3390/su142114549

Published
2024-11-25
How to Cite
Adi Priantini, N. W., Alit Riska Dewi, D. A., Putri Maharani, A. A., Budiarta, I. K., Dian Sawitri, N. L. P., & Kumar Negi, H. (2024). LECTURERS’ READINESS AND INTENTIONS FOR AI INTEGRATION IN INDONESIAN AND INDIAN ELL CLASSROOM. English Review: Journal of English Education, 12(3), 1251-1260. https://doi.org/10.25134/erjee.v12i3.10034
Issue
Vol. 12 No. 3 (2024)
Section
Articles

All articles published in English Review: Journal of English Education (ERJEE) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

 

Copyright Ownership

Authors retain the copyright of their articles and grant ERJEE the right of first publication. The journal is granted a non-exclusive license to publish, reproduce, and distribute the article in any format, medium, or platform, provided that proper credit is given to the original authors.

 

License Terms – CC BY 4.0

Under the Creative Commons Attribution 4.0 International License, others are free to:

  • Share — copy and redistribute the material in any medium or format
  • Adapt — remix, transform, and build upon the material for any purpose, even commercially

As long as they:

  • Provide appropriate credit to the original author(s) and source
  • Provide a link to the license (https://creativecommons.org/licenses/by/4.0/)
  • Indicate if any changes were made

There are no restrictions on the reuse, reproduction, or adaptation of published articles as long as attribution is properly given.

 

Author Warranties

By submitting a manuscript to ERJEE, authors confirm that:

  • The work is original and does not infringe any existing copyright.
  • The manuscript has not been previously published and is not under consideration elsewhere.
  • All sources and references are appropriately acknowledged.
  • Necessary permissions have been obtained for any copyrighted materials used.