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All Journal JURNAL PENDIDIKAN TAMBUSAI JET (Journal of English Teaching) El-Ghiroh : Jurnal Studi Keislaman Journal On Teacher Education (Jote) FOSTER: Journal of English Language Teaching ELLTER Journal JEdu: Journal of English Education BABASAL English Education Journal Journal of Social Work and Science Education International Journal of Research in Education (IJRE)
Yukamana, Hanni
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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AI Integration in English Language Teaching: Junior High School Teachers’ Perceptions and Readiness in Ogan Ilir, South Sumatera Susilo, Agung; Firdaus, Masagus; Yukamana, Hanni
International Journal of Research in Education Vol. 6 No. 1 (2026): Issued in January 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i1.3108

Abstract

Artificial Intelligence (AI) is increasingly reshaping educational practices worldwide, particularly in language learning. This mixed-methods study investigates English teachers’ perceptions and readiness toward AI integration in junior high schools in Ogan Ilir, South Sumatra, Indonesia, an under-resourced and largely rural context that remains underrepresented in global AI-in-education research. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and technology acceptance perspectives, the study examines how teachers’ technological competence, pedagogical readiness, and institutional conditions interact to shape AI adoption in English language teaching (ELT). Data were collected through questionnaires, interviews, and classroom observations and analyzed using descriptive statistics and thematic triangulation. The findings indicate that teachers hold generally positive view on AI and recognize its potential to enhance instructional effectiveness, student motivation, and personalized learning. However, their readiness for AI integration remains moderate, constrained by limited professional development, inadequate digital infrastructure, insufficient AI literacy, and policy-related gaps. By foregrounding teachers’ voices from a rural context, this study extends international ELT and AI-in-education scholarship beyond technologically advantaged settings. This research adds empirical support to discussions of equitable AI integration while underscoring the importance of context-specific professional development, institutional infrastructure, and ethical governance in fostering sustainable AI-mediated ELT practices.
Co-Authors Artanti Puspita Sari Dwi Wahyuni, Aelista Indawan Syahri Juliani, Asarina Jehan Lestari, Eva Fidia Masagus Firdaus, Masagus Mulyadi Mulyadi Pratiwi, Riska Okta RR. Ella Evrita Hestiandari Skripsiani, Helly Sumiati Sumiati Susilo, Agung Tahrun Tahrun Tahrun, Tahrun Trisnani, Eka Suli Suci Yunarti Yunarti