EFL TEACHERS’ PERCEPTIONS ON THE USE OF ARTIFICIAL INTELLIGENCE (AI) FOR ENGLISH LANGUAGE ACQUISITION: A SUPPORT OR HINDRANCE

Abstract

Teaching strategies have evolved in recent times owing to the latest technological advancements. The most significant recent development is the rise of Artificial Intelligence (AI). Since its emergence in the modern era, AI has permeated every aspect of life. The integration of AI into teaching is also rapidly increasing, as it plays a crucial role in the teaching-learning process today. This study explores EFL (English as a Foreign Language) teachers' perceptions of AI's impact on English language acquisition in District Swat, Khyber Pakhtunkhwa (KPK). A phenomenological research design was employed, and data were collected through semi-structured interviews. Four EFL teachers were selected using purposive sampling from different institutions. The data were coded and transcribed, and thematic analysis was used to identify key themes. The main positive impacts of AI on English language acquisition identified were: improvement of English language skills, personalized learning, students’ independence and autonomy, teachers’ confidence during instruction, increased engagement and motivation, teaching efficacy, and AI’s superiority over older search engines. Negative impacts included: reduced creativity, overreliance on AI tools, effects on critical thinking, hindrance to natural language development, and ethical and accuracy concerns. This study raises awareness among EFL teachers, educators, policymakers, and institutions interested in integrating AI into English language learning.