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A comparative study of student and teacher perception of artificial intelligence in English as a foreign language (EFL) |
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| รหัสดีโอไอ | |
| Title | A comparative study of student and teacher perception of artificial intelligence in English as a foreign language (EFL) |
| Creator | Giulia Gualini |
| Contributor | Preechaya Mongkolhutthi, Advisor |
| Publisher | Thammasat University |
| Publication Year | 2568 |
| Keyword | AI tools, English as a foreign language, Students’ and teachers’ perceptions of AI, AI literacy |
| Abstract | The study investigates the perceptions of students and teachers regarding the integration of artificial intelligence (AI) tools in English as a Foreign Language (EFL) for learning and teaching in Thai public secondary schools. It focuses on comparing students' and teachers' perceptions through statistical analysis on different aspects, including benefits, challenges, perceived usefulness (PU), and perceived ease of use (PEOU) of AI tools. A mixed-methods approach was used to collect both quantitative and qualitative data via an online questionnaire to provide deeper insights. A total of 105 secondary-level EFL students and 21 EFL teachers with at least six months of AI literacy participated in the study. The quantitative data demonstrated that both groups expressed positive perceptions of AI on its usefulness and ease of use. However, the statistical analysis revealed that teachers perceived AI benefits more positively, such as workload reduction and instructional support, than students, who primarily utilize AI tools for translation and learning assistance. While the statistical analysis showed no significant difference regarding the perceived challenges, qualitative data revealed the mutual concerns regarding AI inaccuracies and the unreliability of AI-generated information. Furthermore, teachers expressed further concerns regarding the over-reliance on AI and the erosion of critical thinking skills. The study emphasizes the use of AI as a supporting tool with the need for human supervision, AI training, and literacy. The findings offer implications for integrating AI tools in EFL classrooms to enhance language learning and teaching. Recommendations include implementing AI literacy programs, establishing ethical guidelines, and providing prompt writing training to effectively utilize AI tools in the classroom. |
