Artificial intelligence in English language teaching: Potentials, challenges, and teacher perspectives

Abstract

This research explores how English teachers understand the opportunities, constraints and pedagogical implications of incorporating Artificial Intelligence into English Language Teaching. This study adopts a mixed-methods research approach, conducted through the application of a questionnaire that investigated teachers’ perspectives and experiences regarding the use of artificial intelligence in public schools and language courses. Additionally, this article is supported by Pscheidt (2024), and Sabbatini (2025, 2026) who explored AI technologies and the effects of its integration in educational contexts. Results showed most teachers perceive AI solutions as providing significant pedagogical benefits, highlighting their potential to enhance instructional practices and support more effective learning experiences. However, concerns were raised regarding its integration into classroom practices, particularly regarding teacher autonomy and ethical issues. Overall, the findings emphasize the need for technological preparedness, teacher training, and institutional support for the effective application of AI.