INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8477

www.rsisinternational.org

Exploring the Use of AI Tools in Teaching English in Malaysian

Primary Schools: A Qualitative Case Study of Experienced Teachers

Thivyah A/P Thiruchelvan

, Kalai Selvan Arumugham

Faculty of Education Universiti Kebangsaan Malaysia

School of Education Universiti Utara Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000690

Received: 02 November 2025; Accepted: 08 November 2025; Published: 21 November 2025

ABSTRACT

This qualitative case study investigates how experienced English language teachers in Malaysian primary schools

integrate Artificial Intelligence (AI) tools such as ChatGPT, Grammarly, QuillBot, and Canva Magic Write into

their teaching practices. Five teachers with over five years of experience were purposively selected as

participants. Data were gathered through semi-structured interviews and lesson plan analyses. The findings

indicate that AI tools assist teachers in lesson design, assessment, and creative classroom engagement. Teachers

reported that these tools enhance efficiency, differentiation, and student motivation, though challenges remain

regarding technological limitations, overreliance, and the need for continuous professional development. The

study highlights that effective AI integration can strengthen English language pedagogy when supported by

adequate training, ethical awareness, and technological infrastructure.

Keywords: Artificial Intelligence in Teaching and Learning, English Language Teaching

INTRODUCTION AND BACKGROUND OF THE STUDY

The integration of Artificial Intelligence (AI) into education has expanded rapidly worldwide, transforming

teaching and learning across diverse contexts. Within the field of English Language Teaching (ELT), AI tools

are increasingly offering teachers innovative ways to plan lessons, assess learning, and differentiate instruction

for diverse learners. Educators now use generative AI applications such as chatbots, grammar checkers,

paraphrasing tools, and visual design platforms to enhance language learning experiences.

Globally, research on AI in education (AIEd) demonstrates growing interest in how these technologies can

enhance teaching effectiveness and learner engagement. Kussin et al. (2023), in a systematic review of AI

integration in language learning, found that teachers generally viewed AI positively for its responsiveness and

adaptability, though challenges related to pedagogical alignment and teacher readiness persisted. Similarly, Dai

and Nasri (2025) concluded that while AI tools can improve teaching and learning outcomes across K–12 and

higher education, their effectiveness depends on adequate infrastructure, training, and pedagogical integration.

In ELT specifically, AI has been shown to scaffold writing, provide instant feedback, and personalize learning

materials, thereby promoting student autonomy and motivation. However, these benefits are tempered by

concerns over overreliance on AI, ethical issues, and the potential marginalization of teachers’ professional

expertise.

Regionally, Southeast Asian countries have also begun exploring AI’s role in language education, emphasizing

its potential to address challenges of large class sizes, limited resources, and multilingual learner populations. In

Malaysia, where English functions as a second language, these affordances are particularly valuable for meeting

varied proficiency levels and engaging digitally native learners. Yet, despite policy enthusiasm for digital

innovation, research into how Malaysian teachers actually implement and experience AI in everyday classrooms

remains limited.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8478

www.rsisinternational.org

Recent Malaysian studies have begun to shed light on these dynamics. For instance, Zulkarnain and Yunus (2023)

found that primary English teachers generally held positive attitudes toward AI integration but expressed the need

for more structured professional development and institutional support. Similarly, Kussin et al. (2024) reported

that TESL trainees using AI-assisted lesson planning showed enhanced creativity and adaptability, though they

struggled with aligning AI-generated content to curriculum standards. Complementing these findings, Salim,

Rajan, and Yunus (2025) proposed a framework linking global AI innovations with local ESL practices,

highlighting issues of infrastructure readiness, teacher facilitation, and cultural relevance. In special education

contexts, Basaruddin and Mustafa (2025) demonstrated how AI tools can reduce teacher workload and promote

inclusivity in linguistically diverse classrooms.

Despite these emerging insights, notable gaps remain. Much of the existing research focuses on secondary or

tertiary education, pre-service rather than in-service teachers, and quantitative rather than qualitative approaches.

Moreover, little is known about how Malaysian primary school English teachers select, adapt, and integrate AI

tools in authentic classroom practice. Ethical, practical, and curricular considerations—such as alignment with

national learning standards, management of AI bias, and fostering of student autonomy—also remain

underexplored. As highlighted by Yan et al. (2023), these issues are increasingly critical in the context of large

language models used in education.

Against this backdrop, the present study seeks to address these gaps by exploring how experienced Malaysian

primary school English teachers perceive and apply AI tools such as ChatGPT, Grammarly, QuillBot, and Canva

Magic Write in their teaching. By examining teachers’ experiences, challenges, and classroom strategies, the

study aims to provide nuanced insights into the pedagogical implications of AI integration and contribute to

ongoing discussions about aligning digital innovation with meaningful, context-sensitive English language

teaching.

The objectives of this study are:

1. To explore how experienced Malaysian primary English language teachers use AI tools in their classroom

teaching and lesson planning.

2. To identify the perceived benefits and challenges of using AI tools in English teaching.

3. To analyse how lesson plans reflect AI integration in teaching and learning activities.

Research Questions:

1. How do Malaysian primary English teachers use AI tools in teaching and planning?

2. What are the teachers’ perceptions of the benefits and challenges of AI tool usage?

3. How do lesson plans demonstrate the integration of AI tools in English language instruction?

METHODOLOGY

This study adopted a qualitative case-study design in order to explore in depth the perceptions, practices, and

experiences of primary-school English language teachers in integrating artificial intelligence (AI) tools into

classroom instruction and planning. The rationale for a case-study approach lies in its ability to provide rich,

contextualised understanding of a phenomenon within its real-life setting (e.g., multiple participants, documents,

and settings) rather than seeking statistical generalisation.

Research Setting and Participants

Using purposive sampling, five English language teachers from primary schools in the northern region of Kedah,

Malaysia, were selected to participate in the study. The inclusion criteria were: (a) a minimum of five years of

teaching experience in primary English (Years 1–5), and (b) documented use of AI tools in their planning or

classroom instruction. None of the participating teachers had previously attended formal in-house training

specifically on AI in education; this lack of formal training provided a useful dimension for exploring how

teachers self-initiated or adapted AI tool usage in practice. The focus on Year 1 to Year 5 teachers allowed

examination of AI integration across early primary levels, where learners are developing foundational English

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8479

www.rsisinternational.org

language skills and may benefit from differentiated and technology-enhanced support.

Data Collection

Data were collected primarily through two complementary methods: semi-structured face-to-face interviews and

document analysis of lesson plans. Each teacher was interviewed twice in a face-to-face format using a semi-

structured interview protocol developed specifically to align with the study’s research objectives (i.e., to elicit

teacher perceptions of AI tools, their actual classroom usages and planning practices, and perceived implications

for English teaching and learning). The dual interviews with each teacher (rather than a single session) allowed

for richer elaboration, follow-up probing, and deeper reflection on incremental or evolving practices.

In addition, the researchers collected lesson plans from each teacher for the same period in which AI tool usage

was reported. The lesson plans were analysed to confirm the explicit integration of AI-based activities or tools in

the planning and implementation of English lessons. This document analysis provided a triangulation of data by

comparing teacher discourse during interviews with actual pedagogical artefacts and practices.

Data Analysis

Thematic analysis was selected as the primary analytic technique to identify recurring patterns, categories, and

themes in the qualitative data collected (interview transcripts and lesson-plan artefacts). The process of thematic

analysis was carried out manually: transcripts were transcribed verbatim, then coded line-by-line to identify initial

codes, then grouped into broader categories, and finally themes were derived from these categories. The lesson

plans were reviewed through a coding lens to highlight instances of AI tool integration (e.g., prompts generated

by AI, grammar tools, visual-design supports) and to map these against interview data. The iterative nature of the

analysis allowed the researcher to revisit earlier coding and refine or collapse codes into overarching themes.

Trustworthiness: Validity and Reliability (Credibility, Dependability, Confirmability)

To ensure the trustworthiness of this qualitative case study, several strategies were employed to enhance

credibility, dependability, confirmability, and transferability. First, member checking was conducted after the

initial thematic coding, where the researcher shared the summarized findings and key themes with the

participants. This allowed teachers to verify, clarify, or elaborate on the interpretations, ensuring that the results

accurately reflected their actual experiences and practices. Second, triangulation of data sources was implemented

by cross-validating information obtained from semi-structured interviews with document analysis of lesson plans.

This process strengthened the dependability of the findings by confirming consistency across multiple sources of

evidence. Third, an audit trail and reflexive process were maintained throughout the study. The researcher kept

detailed records of data collection activities, coding decisions, and analytical reflections on personal assumptions

and positionality. This documentation enhanced confirmability by allowing an external reviewer to trace the

analytic process transparently. Lastly, thick description was used in the reporting stage to provide rich,

contextualized accounts of teacher experiences, classroom environments, and representative quotations from

interviews. This detailed narrative enabled readers to understand the context in which the findings emerged and

to assess their potential transferability to other similar educational settings (Anney, 2015; Morse et al., 2002;

Brink, 1993).

Ethical Considerations

Ethical approval was obtained from the relevant institutional review board prior to data collection. All participants

were informed of the study purpose, permitted to withdraw at any time, and consented to participation and audio-

recording of interviews. Teachers’ identities and schools were anonymised (e.g., Teacher A, School X) and all

electronically stored data were secured in password-protected files.

FINDINGS

The thematic analysis of interview transcripts and lesson plan documents revealed five interrelated themes

illustrating how primary school English teachers integrated artificial intelligence (AI) tools into their classroom

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8480

www.rsisinternational.org

practice: (1) AI as a lesson design aid, (2) AI-assisted assessment, (3) enhancing student engagement, (4)

professional growth and collaboration, and (5) challenges in implementation. These themes demonstrate the

multifaceted role of AI in shaping teachers’ instructional planning, pedagogical decision-making, and

professional identity in the context of Malaysian primary English education.

AI as a Lesson Design Aid

All five participants consistently reported using AI tools such as ChatGPT and Canva Magic Write to support

lesson planning, idea generation, and resource development. Teachers perceived these tools as “time-saving

partners” that enhanced their creativity and efficiency. Teacher A explained:

“AI helps me design lessons faster and gives me creative activity ideas I might not think of on my own. It’s like

having an assistant that’s always ready with suggestions.”

Similarly, Teacher B reflected on how AI complemented their existing pedagogical expertise:

“When I’m not sure how to start a grammar lesson, I use ChatGPT to brainstorm examples and explanations,

then I adapt them to suit my pupils’ level.”

Analysis of lesson plans confirmed that AI-generated materials were integrated into daily instruction, particularly

for scaffolding vocabulary, reading comprehension, and grammar practice. Teachers often refined AI-generated

outputs by simplifying language or contextualizing examples for Malaysian learners. This finding reflects a co-

constructive use of AI, where teachers exercise professional judgment rather than passive reliance. It aligns with

Kussin et al. (2024), who found that Malaysian TESL trainees used AI to enhance creativity and adaptability in

lesson planning.

AI-Assisted Assessment

A second theme concerned the use of AI tools to facilitate formative and summative assessment. Teachers

reported employing Grammarly and QuillBot to provide immediate, individualized feedback on students’ writing,

which they perceived as enhancing efficiency and learning quality. Teacher B emphasized:

“Using Grammarly helps me check students’ writing efficiently. I can focus more on teaching instead of marking

every single error.”

Teacher C described how AI tools enabled her to differentiate feedback:

“Some of my weaker pupils can see their mistakes instantly when using Grammarly, and they learn from it right

away instead of waiting for me.”

Teachers also used ChatGPT to generate comprehension questions, vocabulary quizzes, and test items aligned

with the national English syllabus. This theme indicates that teachers strategically leveraged AI to reduce

workload and increase responsiveness in assessment practices. However, most teachers still reviewed and edited

AI-generated questions to ensure accuracy and syllabus alignment, reflecting a cautious, reflective stance toward

AI-supported assessment.

This finding echoes international studies (e.g., Rocconi et al., 2025; Dai & Nasri, 2025) showing that teacher

confidence in AI use depends heavily on their ability to critically evaluate and adapt AI outputs.

Enhancing Student Engagement

Teachers observed that AI-enhanced activities stimulated students’ motivation and participation. The visual and

interactive elements of AI-supported materials particularly those created using Canva Magic Write were cited as

highly engaging. Teacher C shared:

“Students learn happily when they use AI tools because they enjoy seeing instant results. They’re more excited

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8481

www.rsisinternational.org

to write or answer when the slides are colourful and interactive.”

Lesson plan analysis corroborated this perception: AI-designed slides and worksheets incorporated vibrant

visuals, word games, and context-based exercises. Teachers also noted that AI tools facilitated active learning,

especially when students interacted with content autonomously or collaboratively. Teacher A explained:

“When my pupils use AI-based apps, they take more responsibility for their own learning they explore and ask

questions on their own.”

This theme demonstrates that AI integration not only enhanced the aesthetic appeal of materials but also supported

learner agency and engagement, particularly for digital-native pupils accustomed to technology-mediated

environments. The findings support Zulkefli and Ismail (2023), who reported that AI tools in ESL classrooms

improved students’ writing motivation and self-efficacy.

Professional Growth and Collaboration

Another major finding concerns how AI integration fostered teachers’ professional growth, digital literacy, and

collegial collaboration. The participants described AI as a catalyst for reflective teaching and professional

innovation. Teacher D stated:

“AI made me explore new ways to teach English. It’s like having a digital co-teacher who inspires me to be more

creative.”

Teachers reported that experimenting with AI expanded their technological competence and pedagogical

repertoire, making them more confident in integrating digital tools. Furthermore, collaboration among teachers

emerged as a positive by-product. Teacher E mentioned:

“We share AI-generated materials with one another. Sometimes, one teacher edits what another has created. It

saves time and improves our resources.”

This culture of sharing and peer learning reflects the emergence of AI-mediated professional communities, where

teachers co-construct digital pedagogical materials. Such findings resonate with Salim et al. (2025), who highlight

the potential of AI to enhance teacher collaboration and professional capacity in Malaysian ESL settings.

Challenges in Implementation

Despite the overall positive perceptions, participants acknowledged several challenges in AI implementation. The

most common issues included unreliable internet connectivity, limited access to devices, data privacy concerns,

and the risk of content inaccuracies. Teacher E expressed:

“Sometimes the internet connection disrupts the lesson. Also, I always double-check AI content because it’s not

always accurate.”

Teachers also voiced ethical concerns about overreliance on AI and its potential to reduce critical thinking among

students. Teacher B remarked:

“If students depend too much on Grammarly or QuillBot, they might not really learn from their mistakes. I still

want them to think and edit on their own.”

Another key issue was the absence of formal professional development or institutional guidance on AI

integration. None of the participants had attended official AI training, leading to feelings of uncertainty about

appropriate pedagogical use. Teacher A commented:

“We learn by trial and error. There’s no training, so we just experiment and see what works.”

These findings highlight the need for structured AI literacy programmes for teachers, ensuring that AI tools are

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8482

www.rsisinternational.org

used ethically, critically, and effectively in alignment with curriculum standards. This aligns with Zulkarnain and

Yunus (2023), who emphasize the importance of professional development to support sustainable AI adoption in

Malaysian schools.

Overall, the findings illustrate that AI integration in Malaysian primary English classrooms serves as both a

pedagogical support and a professional learning catalyst. Teachers perceive AI as enhancing lesson design,

assessment, and engagement, while also contributing to their professional growth. However, successful and

responsible integration remains contingent upon teachers’ critical awareness, infrastructural readiness, and

institutional support mechanisms.

DISCUSSION

This study explored how Malaysian primary school English teachers integrate Artificial Intelligence (AI) tools

into their teaching, assessment, and professional practice. Five key themes emerged AI as a lesson design aid,

AI-assisted assessment, student engagement, professional growth, and challenges in implementation each

highlighting the nuanced and evolving relationship between teachers and AI technologies in the classroom.

The findings revealed that AI tools such as ChatGPT and Canva Magic Write serve as powerful pedagogical

partners, enabling teachers to design lessons that are more creative, efficient, and responsive to students’ needs.

This aligns with Zawacki-Richter et al. (2019), who argued that AI enhances teachers’ instructional design

capacities by automating routine tasks and generating diverse learning materials. The teachers in this study used

AI to scaffold grammar and vocabulary activities, thus embodying the principles of Vygotsky’s (1978)

sociocultural theory, where tools mediate human cognitive development. However, the teachers’ selective use of

AI also indicates a critical awareness demonstrating pedagogical agency rather than technological dependency.

This finding echoes Yunus and Hashim (2022), who noted that Malaysian educators often integrate technology

thoughtfully to support, rather than replace, their instructional judgment.

Teachers’ use of Grammarly, QuillBot, and ChatGPT in assessment contexts reflects an emergent trend in AI-

driven formative evaluation. Through automated feedback, teachers reduced their marking load and provided

timely corrections to students, enhancing feedback loops crucial for language learning (Li, 2020). Nevertheless,

the teachers’ caution in verifying AI-generated feedback underscores a key issue raised by Rocconi et al. (2025)

that AI systems can perpetuate linguistic inaccuracies or cultural biases if not critically mediated by human

oversight. The teachers’ experiences demonstrate that while AI supports efficiency and accuracy, teacher

expertise remains indispensable in interpreting students’ linguistic progress and contextualising feedback within

the Malaysian curriculum standards.

Consistent with the literature on AI-mediated motivation (Holmes et al., 2022), teachers observed that AI tools

heightened learners’ engagement and enjoyment. Applications like Canva Magic Write and interactive AI

platforms made lessons more visual and multimodal, appealing to digital-native learners. These findings resonate

with Mayer’s (2014) multimedia learning theory, which posits that combining verbal and visual stimuli enhances

comprehension and retention. However, some teachers reported uneven engagement across proficiency levels,

suggesting that AI integration should be differentiated to prevent cognitive overload for lower-proficiency

learners a concern also noted by Kessler (2023) in AI-assisted language teaching contexts.

The teachers’ narratives also highlight AI’s role as a catalyst for professional development and peer collaboration.

By experimenting with AI-generated resources, teachers expanded their digital literacy and creative repertoire,

aligning with the notion of teacher learning as transformative practice (Mezirow, 1997). Sharing AI resources

with colleagues fostered a collaborative professional culture reminiscent of communities of practice (Wenger,

1998), where shared problem-solving and innovation enhance collective pedagogical knowledge. Yet, the

absence of formal AI-related training underscores the need for structured institutional support to sustain and guide

this organic professional learning.

Despite the benefits, the study identified several critical challenges. Teachers expressed concerns about AI

reliability, ethical integrity, and infrastructural barriers, such as poor internet access issues consistent with Kumar

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8483

www.rsisinternational.org

et al. (2024), who emphasized that technological adoption in Malaysian schools is uneven due to infrastructure

disparities. Furthermore, teachers’ apprehension about content accuracy and data privacy aligns with global

debates on AI ethics in education (Williamson & Piattoeva, 2022). These findings suggest that without clear

policy guidelines, teachers may continue to rely on personal discretion, potentially leading to inconsistent

practices and unequal learning experiences.

This qualitative case study provides nuanced insights into how experienced Malaysian primary school English

teachers integrate AI tools into their teaching. The study concludes that AI functions as both a pedagogical

amplifier and a professional catalyst, enriching lesson design, assessment, and teacher collaboration. However,

its effectiveness depends largely on teachers’ critical engagement, contextual understanding, and infrastructural

support. The findings reaffirm that AI cannot replace the teacher’s judgment but can enhance their pedagogical

creativity and efficiency when used reflectively. Importantly, the study underscores that AI literacy the ability to

critically evaluate, adapt, and ethically apply AI tools is now an essential competency for 21st-century educators.

RECOMMENDATIONS

Based on the findings and discussion, several key recommendations are proposed to enhance the effective and

ethical integration of Artificial Intelligence (AI) in English Language Teaching (ELT) within Malaysian primary

schools. Firstly, there is an urgent need for structured professional development programs focusing on AI

integration in pedagogy. The Ministry of Education (MOE) should provide systematic training that goes beyond

basic digital literacy to include practical, hands-on workshops on prompt design, ethical considerations, and

critical evaluation of AI-generated content. Such initiatives would empower teachers to use AI not merely as a

time-saving tool but as a pedagogical partner that complements their instructional creativity and professional

judgment.

Secondly, clear policy and ethical guidelines must be developed at both national and institutional levels to ensure

responsible AI use in schools. These policies should address concerns related to data privacy, content reliability,

and intellectual property while aligning with Malaysia’s Digital Education Policy 2023–2030. Teachers require

well-defined frameworks that help them navigate the ethical complexities of AI use in teaching and learning.

Thirdly, infrastructure enhancement is vital to ensure equitable access to AI technologies. Many teachers,

particularly those serving in rural or northern regions, face inconsistent internet connectivity and limited access

to digital devices. The government should therefore prioritise upgrading school infrastructure to support the

seamless integration of AI-compatible tools. Without sufficient technological support, even the most well-

designed AI initiatives will remain ineffective and isolated.

In addition, fostering collaborative learning communities among teachers is crucial. Schools and educational

authorities should encourage the establishment of AI Teaching Circles or online communities of practice where

teachers can exchange resources, share AI-generated lesson materials, and reflect collectively on the challenges

and successes of implementation. This peer-driven approach not only promotes innovation but also builds a

supportive culture of continuous professional learning.

Lastly, curriculum alignment and research expansion are necessary to sustain the meaningful adoption of AI in

education. AI literacy should be embedded across teacher education programs to prepare future educators for

technology-mediated instruction. Moreover, ongoing research particularly qualitative and mixed-method

studies—should be conducted to explore the long-term implications of AI integration on student achievement,

teacher professional identity, and educational equity. Such research would provide empirical evidence to guide

policy formulation and pedagogical practice in Malaysia’s evolving AI-in-education landscape.

REFERENCE

1. Abdul Ghani, M. T., et al. (2024). Responsible and ethical use of artificial intelligence in language

education: A systematic review. Forum for Linguistic Studies, 6(5).

https://doi.org/10.30564/fls.v6i5.7092

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8484

www.rsisinternational.org

2. Anney, V. N. (2015). Ensuring the quality of the findings of qualitative research: Looking at

trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies

(JETERAPS), 5(2), 272–281.

3. Basaruddin, M. A., & Mustafa, H. R. (2025). Empowering AI for English materials analysis in Malaysian

primary special education schools. Asian Journal of English Language & Pedagogy, 13(1), 16-

40.https://doi.org/10.37134/ajelp.vol13.1.2.2025

4. Brink, H. I. L. (1993). Validity and reliability in qualitative research. Curationis, 16(2), 35–38.

5. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd

ed.). Sage.

6. Dai, J., & Mohamad Nasri, N. (2025). The integration of AI in K–12 and university English language

teaching: A systematic literature review. International Journal of Academic Research in Progressive

Education and Development, 14(2), 1–15. https://doi.org/10.6007/IJARPED/v14-i2/25369

7. D. Kriukow. (n.d.). Validity and reliability in qualitative research Qualitative Researcher.

https://drkriukow.com/validity-and-reliability-in-qualitative-research/

8. Haddi @ Junaidi, K., Megat Khalid, P. Z., Sulaiman, S., Abu Sufi, M. K., & Chaniago, R. H. (2023).

Systematic literature review: Integrating artificial intelligence (AI) in teaching and learning of language.

Asian Journal of English Language & Pedagogy, 11(1), 108–119.

https://doi.org/10.37134/ajelp.vol11.1.8.2023

9. Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and

implications for teaching and learning. Center for Curriculum Redesign.

10. Iksan, Z. H., & Saper, M. N. (n.d.). The process of validity and reliability for verbal questioning research

in the classroom. Global Journal of Educational Studies.

11. Kessler, G. (2023). The future of AI in language education: Promise and pedagogical challenges.

Language Learning & Technology, 27(1), 1–12.

12. Kumar, R., Zulkifli, H., & Omar, F. (2024). Challenges and opportunities in AI adoption among

Malaysian educators. Malaysian Journal of Educational Technology, 24(2), 14–28.

13. Kussin, H. @ J., Megat Khalid, P. Z., Chaniago, R. H., Moneyam, S., & Hassim, H. E. (2024). The future

of lesson planning: AI integration experiences among TESL teacher trainees in a Malaysian public

university. Asian Journal of English Language & Pedagogy, 12(2), 178-

189.https://doi.org/10.37134/ajelp.vol12.2.13.2024

14. Li, S. (2020). The impact of feedback timing and modality on second language writing. Language

Teaching Research, 24(3), 348–369.

15. Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Sage.

16. Mayer, R. E. (2014). The Cambridge handbook of multimedia learning. Cambridge University Press.

17. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and

Continuing Education, 74, 5–12. https://doi.org/10.1002/ace.7401

18. Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for

establishing reliability and validity in qualitative research. International Journal of Qualitative Methods,

1(2), 13–22.

19. Novitasari, Y., Bastian, A., Reswita, & Wahyuni, S. (2023). The role of artificial intelligence (AI)

technology in the development of early English teaching materials. Global Education Journal.

https://journal.civiliza.org/index.php/gej/article/view/819

20. Rocconi, L. (2025). AI literacy: Elementary and secondary teachers’ use of AI tools, reported confidence,

and professional development needs. Education Sciences, 15(9), 1186.

https://doi.org/10.3390/educsci15091186

21. Rocconi, L., Talanquer, V., & Guzmán, S. (2025). Teacher confidence and the use of AI in global

classrooms. Computers & Education, 205, 105–145.

22. Salim, N. S., Rajan, A., & Yunus, M. M. (2025). Bridging global AI innovations with local ESL

classrooms: A conceptual framework for adaptive language learning tools. Semarak Proceedings of

Computer Science and Engineering, 1(1), 41–56. https://doi.org/10.37934/spcse.1.1.4156a

23. SimplyPsychology. (n.d.). Reliability & validity in qualitative research.

https://www.simplypsychology.org/reliability-and-validity-in-qualitative-research.html

24. VNU Journal of Foreign Studies. (n.d.). Understanding validity and reliability from qualitative and

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 8485

www.rsisinternational.org

quantitative research traditions.

25. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard

University Press.

26. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University

Press.

27. Williamson, B., & Piattoeva, N. (2022). Education governance and data ethics in the age of AI. Learning,

Media and Technology, 47(1), 1–14.

28. Yunus, M. M., & Hashim, H. (2022). The integration of digital technologies in Malaysian classrooms:

Teachers’ perspectives and challenges. Asian Journal of University Education, 18(2), 121–134.

29. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on

artificial intelligence applications in higher education. International Journal of Educational Technology

in Higher Education, 16(1), 1–27.

30. Zulkarnain, N. F., & Yunus, M. M. (2023). Exploring Malaysian teachers’ readiness towards AI

integration in English teaching. Journal of English Language Teaching Innovations, 3(1), 45–59.

31. Zulkarnain, N. S., & Yunus, M. M. (2023). Primary teachers’ perspectives on using artificial intelligence

technology in English as a second language teaching and learning: A systematic review. International

Journal of Academic Research in Progressive Education and Development, 12(2), 58–75.

https://doi.org/10.6007/IJARPED/v12-i2/17119

32. Zulkefli, N. H., & Ismail, H. H. (2023). The impact of AI on ESL writing autonomy: A systematic review.

Malaysian Journal of Social Sciences and Humanities, 10(8), 1–12.

https://doi.org/10.47405/mjssh.v10i8.3555