Font Size:
Examining the Preparedness of English Teachers in Higher Education for the Integration of Generative AI
Building: Campus 1 Mrican, Sanata Dharma
Room: K 16
Date: 2024-05-31 10:35 AM – 12:35 PM
Last modified: 2024-05-31
Abstract
This study delves into the preparedness of English teachers within Indonesian higher education institutions to embrace the integration of generative artificial intelligence (AI) into their pedagogical practices. Through an exploration of perceptions, attitudes, challenges, and implications, the research seeks to offer comprehensive insights into the adoption of AI in English education. The theoretical framework draws upon the seminal work of Goodfellow (2016) on generative AI, providing a foundational understanding for the investigation.
The research investigates the perceptions of English teachers regarding generative AI, probing their definitions and understanding of the technology. It also examines teachers' attitudes towards the implementation of generative AI, gauging their willingness and readiness to incorporate it into their teaching methodologies. Lastly, it explores the challenges that English teachers in higher education may encounter in integrating generative AI, encompassing both internal barriers, such as the acquisition of technical know-how, and external obstacles, such as the absence of academic guidelines.
To address these questions, a mixed-method approach is employed, utilizing both quantitative and qualitative techniques. Surveys utilizing a Likert scale (ranging from 1 to 5) provide quantitative data, offering numerical insights into participants' perceptions and attitudes. Additionally, qualitative interviews delve deeper into participants' responses, capturing nuanced perspectives and providing rich contextual understanding. Ultimately, this study contributes to the ongoing discourse on the role of AI in education, particularly in the context of English language teaching. By exploring the perceptions, attitudes, challenges, and implications surrounding the integration of generative AI, it provides a nuanced understanding of the opportunities and challenges inherent in this technological advancement. Such insights are crucial for informing future strategies and initiatives aimed at harnessing the potential of AI to enhance teaching and learning experiences in higher education.
The research investigates the perceptions of English teachers regarding generative AI, probing their definitions and understanding of the technology. It also examines teachers' attitudes towards the implementation of generative AI, gauging their willingness and readiness to incorporate it into their teaching methodologies. Lastly, it explores the challenges that English teachers in higher education may encounter in integrating generative AI, encompassing both internal barriers, such as the acquisition of technical know-how, and external obstacles, such as the absence of academic guidelines.
To address these questions, a mixed-method approach is employed, utilizing both quantitative and qualitative techniques. Surveys utilizing a Likert scale (ranging from 1 to 5) provide quantitative data, offering numerical insights into participants' perceptions and attitudes. Additionally, qualitative interviews delve deeper into participants' responses, capturing nuanced perspectives and providing rich contextual understanding. Ultimately, this study contributes to the ongoing discourse on the role of AI in education, particularly in the context of English language teaching. By exploring the perceptions, attitudes, challenges, and implications surrounding the integration of generative AI, it provides a nuanced understanding of the opportunities and challenges inherent in this technological advancement. Such insights are crucial for informing future strategies and initiatives aimed at harnessing the potential of AI to enhance teaching and learning experiences in higher education.