Teachers’ Perspectives on Implementing AI Tools in English Language Teaching in Indonesian Classrooms

The rapid development of artificial intelligence (AI) has increasingly influenced educational practices, including English language teaching. However, the effectiveness of AI integration in classrooms largely depends on teachers’ perceptions and their ability to incorporate these technologies into pedagogical practices. This study explored teachers’ perspectives on the implementation of AI tools in English language teaching in Indonesian classrooms, focusing on perceived benefits, challenges, and implications for instructional practice. A qualitative research design was employed to capture teachers’ experiences and viewpoints. Data were collected through semi-structured interviews with English teachers who had experience using AI-based tools, supported by document analysis of instructional materials. The data were analyzed using thematic analysis to identify recurring themes. The findings indicated that teachers generally perceived AI tools as supportive resources that enhanced language learning, particularly by providing immediate feedback on students’ writing, supporting vocabulary development, and assisting in the preparation of learning materials. AI applications also encouraged students to engage more actively in revision and language practice. Nevertheless, teachers expressed concerns about students’ potential overreliance on AI-generated responses and emphasized the importance of guiding learners to critically evaluate AI feedback. In addition, differences in digital literacy, institutional support, and technological infrastructure influenced the extent to which AI tools were effectively integrated into classroom practices. The study concludes that AI technologies can contribute to more flexible and learner-centered language learning environments when used thoughtfully and supported by appropriate pedagogical strategies and institutional policies.