Challenges of Employing Artificial Intelligence Applications in Education from the Perspectives of English Language Teachers

Abstract

The study aimed to uncover the challenges of employing artificial intelligence applications in education from the perspective of English language teachers. To achieve this, the study followed the descriptive survey method. The study sample consisted of (320) English language teachers in the Al-Quwaysimah district. To achieve the study objectives, a questionnaire was developed distributed across (4) areas: (technical and technological challenges, material challenges, educational and human challenges, and organizational and administrative challenges). The results of the study showed that the level of challenges facing English language teachers at the basic stage in employing artificial intelligence applications in education from their perspective was moderate. The results also showed the existence of statistically significant differences (α = 0.05) attributable to the effect of the education sector, with the differences favoring the public sector. There were also statistically significant differences attributable to the effect of experience, with the differences favoring teachers with experience (10 years or more). There were also statistically significant differences attributable to the effect of academic qualification, with the differences favoring those holding a bachelor's degree. In light of the study’s findings, the study recommended the need to develop the technical infrastructure and provide the necessary resources in schools, especially government sector schools, in addition to implementing continuous training programs for English language teachers to develop their competencies in employing artificial intelligence applications in education.