Exploring Ethical Concerns in AI-Assisted Teaching of Productive Skills: Perspectives of EFL Teachers

Nur Fidyah Kaluku (Tadris Bahasa Inggris, IAIN Sultan Amai Gorontalo, Gorontalo)
Jhems Richard Hasan (Tadris Bahasa Inggris, IAIN Sultan Amai Gorontalo, Gorontalo)
Nur Wahidah Thayib Pido (Tadris Bahasa Inggris, IAIN Sultan Amai Gorontalo, Gorontalo)
La Aba (Tadris Bahasa Inggris, IAIN Sultan Amai Gorontalo, Gorontalo)
Alvons Habibie (Tadris Bahasa Inggris, IAIN Sultan Amai Gorontalo, Gorontalo)

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite

The rapid development of artificial intelligence (AI) technology has major implications for language education, particularly in teaching productive skills such as speaking and writing. Although AI offers support in teaching efficiency, personalization of learning, and increased student motivation, the use of AI also raises ethical concerns such as student dependence, academic integrity, and a decline in critical thinking skills. This study explores the perceptions of an English as a Foreign Language (EFL) teacher at MAN 2 Gorontalo Regency regarding the ethical issues of using AI in teaching productive skills. Data were collected through semi-structured interviews and analyzed thematically. The findings show that AI is considered useful but poses ethical challenges, particularly student dependence, the accuracy of AI content, and difficulties in assessing students' actual abilities. Teachers strive to manage AI use by establishing rules for its use, limiting AI as a tool, and combining traditional methods to encourage students' critical thinking. This study concludes that the use of AI in EFL must be balanced and ethical so as not to erode the quality of language learning.