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All Journal International Journal of Evaluation and Research in Education (IJERE)
Durgaprasad Sahoo
Central University of Karnataka
Education

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Teachers’ perspectives on pedagogical challenges of AI integration in English language teaching Parthiban Ganesan; Karthikeyan Padmanathan; Thiyagu Kaliappan; Raja Kumar Subburaj; Durgaprasad Sahoo
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39226

Abstract

Artificial intelligence (AI) tools are rapidly being integrated into English language teaching (ELT). However, limited empirical evidence exists regarding the pedagogical challenges teachers encounter during classroom implementation. This study investigates whether demographic variables influence ELT teachers’ perceptions of AI effectiveness and related pedagogical challenges. A quantitative survey design was employed, involving 200 ELT teachers with prior AI exposure. Data were collected using a validated Likert-scale instrument (α=0.81) and analyzed using independent samples t-tests, one-way ANOVA with Tukey post hoc analysis, and Chi-square (χ²) tests. Results revealed significant gender differences in perceived effectiveness (t=2.504, p=0.044) and pedagogical challenges (t=2.627, p=0.018), with female teachers reporting higher mean scores. Locality differences were significant only for perceived effectiveness (F=4.610, p0.05) or teaching experience (χ²=4.266, p>0.05). Educational level taught was significantly associated with perceived effectiveness (χ²=13.816, p
Co-Authors Karthikeyan Padmanathan Parthiban Ganesan Raja Kumar Subburaj Thiyagu Kaliappan