Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Evaluation and Research in Education (IJERE)
Md. Mahadhi Hasan
University of Liberal Arts Bangladesh
Computer Science & IT Education Engineering

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AI tools in teaching: EFL teachers’ perceptions of usefulness, challenges, and the role of designation and AI-training Md. Mahadhi Hasan; Kaniz Fatema; Rashed Mahmud
IAES International Journal of Artificial Intelligence (IJ-AI) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijai.v15.i3.pp2092-2102

Abstract

This study aims to investigate the integration of artificial intelligence (AI) into the teaching of English as a foreign language (EFL) at Bangladeshi Universities, focusing on teachers' perceptions of its benefits and challenges. A mixed-methods research design was employed, with a 19-item survey administered to 123 EFL teachers across 20 universities. Qualitative data were collected through semi-structured interviews with 5 teachers. Reliability and validity were assessed through pre-testing and Cronbach's alpha for internal consistency. Member checking and triangulation also contributed to the trustworthiness of qualitative data collected. Quantitative analysis used mean, standard deviation (SD), factor analysis, and chi-square tests, complemented by qualitative thematic analysis. Chi-square test results indicate no significant difference in teachers' designations regarding challenges (p >0.05). However, teachers with AI training do significantly better than those without in recognizing AI-generated EFL content (p =0.03). The qualitative findings show that teachers perceive AI as a tool that enhances teaching strategies, offers better time management, and facilitates innovative instructional practices. However, concerns about maintaining academic integrity prevail. Despite these challenges, the study emphasizes an optimistic outlook towards the role of AI in teaching English. It suggests integrating AI tools into EFL classrooms and proposes structured training programs to fully leverage their potential to enhance teaching effectiveness and improve learning outcomes.
Gender and academic-level variations in perceived effects of artificial intelligence on English majors’ critical thinking Mariam Mardia; Md. Mahadhi Hasan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.36922

Abstract

Integrating artificial intelligence (AI) tools in English studies raises significant concerns about whether it would diminish critical thinking and cognitive skills. The research aims to analyze how English majors in Bangladesh perceive the impact of AI tools on their critical thinking skills with regard to gender and academic levels. A mixed-method approach was employed through a purposive sampling technique. Constructivist learning and the technology acceptance model (TAM) theories were used in the study. The research design employed two instruments: a survey administered to 245 students from the Bachelor of Arts (BA) and Master of Arts (MA) programs, and six in-depth interviews. The study analyzed quantitative data using descriptive statistics and an independent-samples t-test and qualitative interview data using thematic analysis. Key quantitative findings suggested that students widely recognized the usefulness of these tools across multiple academic areas, such as structuring writing, generating ideas, and goal setting (mean=4.31), indicating positive responses across all items. The t-test findings did not show statistically significant differences in gender or academic level; however, small effect sizes slightly favored male and MA students across all items. Additionally, AI tools helped students cope with cognitive stress by helping them meet deadlines. However, the interviewed participants expressed concern about ethical issues, including the potential for AI to plagiarize. Therefore, this study argues for a balanced approach to AI in education, highlighting its advantages while acknowledging its potential drawbacks and mitigating the challenges before implementation.
Co-Authors Kaniz Fatema Mariam Mardia Rashed Mahmud