Harnessing ai for enhanced English language teaching: Insights from senior high school teachers

Abstract

The study investigates the integration of artificial intelligence (AI) in English language teaching among Senior High School teachers in Tanza, Cavite. Using a transcendental phenomenological approach, the research explores the lived experiences of ten English teachers selected through purposive sampling. Data were collected via indepth interviews, classroom observations, and lesson plan analyses. The findings reveal that teachers employ various AI tools, such as Grammarly, Canva, Quillbot, and ChatGPT, to enhance personalized learning, provide immediate feedback, and create interactive learning materials. AI tools also support students with disabilities through features like automatic transcription and text-to-speech. However, challenges include connectivity issues, ethical concerns, and the risk of overdependence on AI. The study concludes that while AI can significantly enhance language learning by providing tailored educational experiences and fostering student engagement, it is crucial to address the digital divide and ensure ethical AI usage. Future studies could explore the impact of AI on language teaching in different educational contexts, particularly in private schools and higher education institutions, to gain a comprehensive understanding of its benefits and challenges.