Browsing by Author "Khalil, Daya"

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Investigating the Influence of Knowledge and Attitudes on AI Practices in English Language Teaching: A Mixed-Methods Study of New Zealand Secondary School ESOL Teachers
(Victoria University of Wellington, 2024) Khalil, Daya; Siyanova-Chanturia, Anna
The rapid integration of Artificial Intelligence (AI) in education has transformed the teaching landscape, offering new opportunities but also posing challenges for teachers (Rahman et al., 2024; Karataş et al., 2024; Kartal & Yeşilyurt, 2024). Previous studies, such as those by Zhang et al. (2023) and Wang et al. (2023), have highlighted the potential benefits of AI for streamlining teaching practices and enhancing instructional efficiency. However, the effective use of AI depends on teachers’ knowledge and attitudes, which shape how they adopt and implement AI tools (Chiu et al., 2024; Kim & Kwon, 2023). Despite the increasing focus on AI in research, no empirical evidence to date has directly investigated how secondary school English for Speakers of Other Languages (ESOL) teachers’ knowledge and attitudes influence their AI practices in New Zealand. This study aims to fill that gap by exploring these relationships. This mixed-methods study involved survey data from 35 secondary school ESOL teachers and semi-structured interviews with four participants. Quantitative results showed that 68.6% of teachers reported low use of AI in English language teaching (ELT), while 31.4% demonstrated moderate use. Knowledge levels varied, with 40% having low knowledge and only 17.1% possessing advanced knowledge. Attitudes were mixed, with 22.9% showing positive attitudes and 25.7% expressing negative attitudes. Regression analysis revealed that attitudes (β = 0.560) were a stronger predictor of practices than knowledge (β = 0.379). Qualitative themes highlighted cautious exploration, the perceived need for robust verification methods of AI content, and the influence of both confidence and familiarity on AI use. Teachers with positive attitudes were more inclined to integrate AI meaningfully, while those with limited knowledge or negative attitudes restricted their use to simpler applications. These results emphasize the need for professional development that strengthens both technical knowledge and critical perspectives, supporting responsible and effective AI integration in ELT.
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