Jackielou M. Guiyab
ABSTRACT
This study assessed the utilization of artificial intelligence (AI) tools in teaching and learning of English and the students’ level of satisfaction with the use of AI tools in learning English. Additionally, it utilized mixed research approach combining the quantitative and qualitative methods, incorporating data from various assessments of teaching and learning strategies, assessment methods, resource utilization, and the problems and challenges encountered by the participants in the utilization of AI tools. The study involved student and teacher participants from Tumauini National High School (TNHS), providing insights into the teaching and learning experiences within this educational context. Furthermore, students faced challenges which were categorized into five themes such as technical limitations, information accuracy and reliability, cognitive and learning challenges, emotional and motivational impact, and ethical and academic integrity concerns. On the part of teachers, the themes identified include technical and functional constraints, content reliability and pedagogical concerns, and pedagogical implications and student dependency. The moderate extent of utilization of AI tools such as ChatGPT, Quillbot, Canva, Brainly, and Cici AI suggests emerging integration in English classrooms; however, adoption remains constrained by limited training, ambiguous guidelines, and unequal access to digital resources. Similarly, the moderate level of student satisfaction indicates that while these tools provide some support for English learning, their effectiveness may be hindered by issues related to contextual accuracy, content relevance, and adaptability to diverse learning preferences.
Keywords: Artificial intelligence (AI) tools, English language learning, student satisfaction, teaching strategies, resource utilization
https://doi.org/10.57180/bqzv5048