TEACHERS’ PERCEPTIONS OF AI TOOLS IN ENGLISH LANGUAGE EDUCATION: OPPORTUNITIES AND ETHICAL CONCERNS

To‘raliyeva Farzona

Authors

To‘raliyeva Farzona 3rd year student, Foreign language and literature (English), faculty of Languages, Termez state pedagogical institute

Keywords:

Artificial Intelligence, English Language Education, Teacher Perceptions, Ethical Concerns, Educational Technology

Abstract

The integration of Artificial Intelligence (AI) tools in English Language Education (ELE) presents numerous opportunities for enhancing teaching and learning processes. This study explores teachers’ perceptions regarding the benefits and ethical challenges associated with AI implementation in ELE. Using a mixed-methods approach, findings reveal that while educators acknowledge AI’s potential to personalize learning and provide instant feedback, concerns about data privacy, bias, and teacher roles persist. The paper concludes with recommendations for balanced AI integration respecting pedagogical and ethical standards. This study also explores the influence of cultural and institutional factors on teachers' acceptance of AI tools. It reveals a generational divide in attitudes, with younger educators showing greater enthusiasm and adaptability towards technology integration. Ultimately, the research provides actionable insights for policymakers, curriculum developers, and teacher trainers aiming to foster ethical and effective AI adoption in English language classrooms

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References

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