Exploring Junior High School English Teachers’ Perceptions of the Benefits and Challenges of Artificial Intelligence Integration in English Language Teaching

Agung Susilo; Masagus Firdaus; Hanni  Yukamana

Authors

Agung Susilo Universitas PGRI Palembang, Indonesia Author
Masagus Firdaus Universitas PGRI Palembang, Indonesia Author
Hanni Yukamana Universitas PGRI Palembang, Indonesia Author

Keywords:

Artificial Intelligence, English Language Teaching, Teachers’ Perception, Educational Technology, AI Integration, Rural Education

Abstract

This study investigates junior high school English teachers’ perceptions regarding the benefits and challenges of integrating Artificial Intelligence (AI) into English Language Teaching (ELT) in Ogan Ilir, Indonesia. Using a mixed-method approach, quantitative data were collected from 80 teachers through structured questionnaires, while qualitative insights were obtained from semi-structured interviews with two selected participants. The findings indicate that teachers demonstrate positive perceptions toward AI integration, particularly in enhancing instructional effectiveness, supporting personalized learning, increasing student engagement, and improving language skills. However, teachers also identify substantial challenges, including ethical concerns, overreliance on AI tools, infrastructure limitations, data privacy issues, and uncertainties regarding professional roles. The study highlights the contextual realities of AI adoption in rural educational settings and emphasizes the importance of structured professional development, ethical governance, and equitable digital infrastructure. These findings contribute to the broader discourse on sustainable and human-centered AI integration in English language education within developing contexts.

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