Teachers’ perceptions of Artificial Intelligence use in English as a foreign language teaching at the basic education level Percepciones de los docentes sobre el uso de la Inteligencia Artificial en la enseñanza del inglés como lengua extranjera en el nivel de educación básica

Resumen

Artificial intelligence (AI) has increasingly gained relevance in educational contexts due to its potential to enhance teaching and learning processes. In the field of English as a Foreign Language (EFL), AI-based tools offer opportunities for personalized learning, formative assessment, and increased student engagement. The present study aimed to analyze English teachers’ perceptions regarding the use of artificial intelligence in EFL teaching at the basic education level. A quantitative, descriptive, and cross-sectional research design was adopted. Data were collected through a structured questionnaire administered to 28 in-service English teachers working in basic education. The instrument included ten closed-ended items measured on a three-point Likert-type scale. The results revealed generally positive perceptions toward the use of artificial intelligence in lesson planning, classroom activities, assessment, student motivation, and differentiated instruction. Teachers also expressed a strong willingness to receive training in artificial intelligence for educational purposes. However, some reservations were identified regarding assessment processes, highlighting the need for pedagogical guidance and professional development. The findings suggest that artificial intelligence represents a valuable pedagogical support tool in EFL education, provided that its integration is accompanied by adequate training, ethical guidelines, and institutional support.