Artificial Intelligence in EFL teaching: teachers’ practices, perceptions and professional development needs

Abstract

Given the rapid advancement of Artificial Intelligence (AI) –and, particularly, of Generative Artificial Intelligence (GenAI)–, and its growing presence in the educational field, it is crucial to understand how teachers are responding to these changes to provide appropriate support and promote the effective use of these technologies in the classroom. Therefore, this study aims to explore, by means of a Google Forms questionnaire, how Primary English as a Foreign Language (EFL) teachers in the Region of Murcia use and perceive AI in their teaching, as well as to identify their training needs for its successful integration. The results show that most of the participants are familiar with and use tools like ChatGPT, mainly for elaborating didactic materials, searching for information, and planning teaching sequences, although their frequency of use is generally occasional. More interactive and student-centred applications are less common. Furthermore, teachers recognise benefits such as time saving and increased student interaction, discussion, collaboration, and motivation, but also express concerns about a potential diminishment in critical thinking, technological dependence, and risks related to privacy, misinformation, and equity. Even though many feel relatively prepared to use AI in their classes, they stress the need for ongoing training to ensure the responsible and effective use of these tools.