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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Primary School English Language Teaching with AI-Driven Tools: A
Deep Dive into Teachers’ Practices, Attitudes and Challenges
Lu You Zhen*, Melor Md Yunus, Hanita Hanim Ismail
Faculty of Education, Universiti Kebangsaan Malaysia 43600 UKM Bangi, Selangor Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100371
Received: 26 November 2025; Accepted: 01 December 2025; Published: 12 December 2025
ABSTRACT
The incorporation of AI-driven tools in ELT has transformed educational practices by offering personalised
learning opportunities, yet their application in primary schools remains underexplored, especially in Malaysia.
This study aims to examine primary ESL teachers’ practices, attitudes and challenges related to the use of
AIdriven tools in their teaching and learning. Despite extensive research on AI tools in secondary school, little
attention has been given to their use at the primary school level, presenting a significant gap. Using a quantitative
survey methodology, data were collected from 100 primary ESL teachers in Selangor, Malaysia, through a
structured questionnaire. The questionnaire explored teachers’ demographic information, the types and frequency
of AI tools used, their attitudes toward these tools and the challenges they face in integrating them into ELT
practices. The findings indicate that content creation tools, such as ChatGPT and Canva, were the most widely
used, with teachers generally holding positive attitudes towards AI's effectiveness in improving student
pronunciation, vocabulary and engagement. However, challenges like limited resources, lack of training and
concerns about data privacy and classroom management were also highlighted. The study contributes valuable
insights into the current state of AI integration in primary ELT classrooms, offering recommendations for
addressing these challenges and enhancing AI tool adoption.
Keywords: Artificial Intelligence, English Language Teaching (ELT), Practices, Attitudes, Challenges
INTRODUCTION
Artificial Intelligence (AI) has significantly transformed the landscape of education, offering new opportunities
for personalised learning. AI-driven tools, such as language learning apps, speech recognition software and
grammar checkers are becoming integral in modern classrooms. These tools provide real-time feedback, promote
self-paced learning and meet the individual needs of students, particularly in the context of English Language
Teaching (ELT). They hold promise in helping learners enhance their proficiency in various aspects of language,
including vocabulary, pronunciation and writing. In Malaysia, the Ministry of Education has prioritised the
improvement of English language proficiency, acknowledging its importance for academic success and future
career opportunities. While substantial efforts have been made to enhance English teaching through various
initiatives, challenges remain, particularly in the successful implementation of educational technologies at the
primary school level. Although AI-driven tools have been widely adopted in secondary and higher education,
their application in primary school ELT remains insufficiently explored. These tools have the potential to address
key challenges such as unequal access to resources, teacher training deficits and disparities in educational quality
across regions.
While research on AI in secondary education has flourished (Chung & Jeong, 2024; Guan et al., 2025), the
application of AI-driven tools in primary school classrooms, particularly in the context of ELT, has received
limited attention. Primary school teachers’ experiences, practices and perceptions on the integration of AI tools
are crucial factors in determining the usefulness of these tools in enhancing language learning. The gap in
research on how primary school teachers in Malaysia incorporate AI tools into their ELT practices presents a
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need for further exploration of their effectiveness and challenges in primary education. This study aims to address
this gap by investigating the following areas: the AI tools that primary school teachers are currently using in their
ELT classrooms, the teachers’ attitudes towards the how these tools can enhance language learning and the
challenges they face when AI-driven tools are applied in their teaching. By exploring these elements, this study
seeks to offer insights into how AI-driven tools can be effectively integrated into primary school classrooms,
contributing to improved language learning outcomes.
This study seeks to accomplish the following objectives:
1. To explore the current practices of primary school teachers in using AI tools for English Language
Teaching.
2. To examine the attitudes of primary school teachers towards the integration of AI tools in ELT.
3. To identify the challenges primary school teachers face when incorporating AI-driven tools into their ELT
practices.
LITERATURE REVIEW
AI Integration in ELT
AI integration in English Language Teaching (ELT) has gained traction in secondary and higher education, with
various tools enhancing student engagement and language development. Tools like Duolingo enable students to
practice vocabulary and grammar independently, while ELSA Speak offers real-time pronunciation feedback,
crucial for language acquisition (Kovalenko & Baranivska, 2024). Similarly, writing assistants like Grammarly
and ProWritingAid support grammar, style and sentence structure improvement, fostering self-regulated learning
(Jomaa et al., 2025). These AI tools facilitate personalised learning, enhancing efficiency, engagement and
empowerment (Assali, 2025; Guan et al., 2025). However, despite the promise of AI tools in secondary
education, primary school ELT remains underexplored. Kalra (2024) stresses the importance of developmentally
appropriate AI tools for younger learners and the need for teacher training to ensure effective integration.
Therefore, there is a need to explore how these tools can be adapted for primary school contexts and effectively
support foundational language skills.
Teachers’ Practices with AI Tools
AI tools are increasingly integrated into secondary and higher education for improving language learning, with
many teachers recognising their potential to personalise learning and provide immediate feedback. Language
learning apps like Duolingo offer independent practice for vocabulary and grammar (Crompton et al., 2024), and
ELSA Speak helps with real-time pronunciation feedback (Kovalenko & Baranivska, 2024). Writing assistants
like Grammarly assist in refining grammar and style, encouraging self-regulated learning (Jomaa et al., 2025).
Despite the growing adoption of AI tools, research on primary school teachers’ practices remains scarce. While
secondary education benefits from these tools, primary school teachers’ approaches to using AI tools for language
teaching require more investigation. The integration of AI tools in primary school contexts must be adapted for
younger learners, and teachers need adequate training to implement these tools effectively, as highlighted by
Sebayang et al. (2025). Thus, there is a clear gap in how AI-driven tools can be used in primary school ELT
settings.
Teachers’ Attitudes Towards AI in ELT
Teachers’ attitudes are pivotal in the adoption of AI-driven tools in the classroom, with many secondary and
higher education teachers acknowledging AI’s role in personalising learning and boosting engagement (Chung
& Jeong, 2024). However, concerns about AI’s ability to foster critical thinking and the reduction of human
interaction have been raised (Deffenie et al., 2024). In primary education, limited research has explored teachers'
attitudes towards AI tools. Some studies suggest that primary school teachers are enthusiastic about AI’s potential
to support language learning but express concerns about students’ over-reliance on technology (Suharno et al.,
2025). Assali (2025) emphasises the importance of teachers’ perceptions in determining the usefulness of these
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tools in improving language acquisition, particularly vocabulary. Additional research is required to gain a deeper
understanding of primary teachers’ attitudes and how these perceptions influence the incorporation of AI-driven
tools in primary ELT.
Challenges in AI Integration
AI tools integration into primary school classrooms faces several challenges. A major obstacle is the lack of
teacher training, with many educators feeling unprepared to use AI tools effectively due to insufficient
professional development (Sebayang et al., 2025). Technical issues such as poor internet connectivity and
outdated devices further hinder AI tool adoption, particularly in resource-constrained schools (Kovalenko &
Baranivska, 2024). Ethical concerns, including data privacy and over-reliance on AI, add to the complexity of
AI integration. Kalra (2024) highlights the risk that AI tools may hinder students’ critical thinking and
independence, particularly in primary education. Additionally, AI tools may not always align with the local
cultural and linguistic contexts, posing another challenge to their effective use in diverse classrooms (Üretmen
Karaoğlu & Doğan, 2025). Despite the identified challenges, there remains a significant gap in research on how
to effectively address the lack of teacher training, technical difficulties and ethical concerns surrounding the
incorporation of AI-driven tools in primary school classrooms.
Technology Acceptance Model (TAM)
This study draws on the Technology Acceptance Model (TAM), developed by Davis (1989), which identifies the
key factors influencing the adoption of technology. The model focuses on two key constructs: Perceived
Usefulness, which suggests that using AI tools can enhance students’ learning outcomes and Perceived Ease of
Use, which indicates that AI tools are easy to use. In the context of primary ESL teachers in Malaysia, Perceived
Usefulness would determine whether teachers believe AI tools can improve students’ language proficiency, while
Perceived Ease of Use addresses how user-friendly these tools are. The TAM is suitable for this study because it
helps explain how teachers’ perceptions of AI tools’ effectiveness and usability impact their adoption in ELT
classrooms. This framework also helps identify barriers, such as technical challenges or lack of training, that
may hinder successful AI integration. Thus, the TAM provides a valuable lens to explore how primary ESL
teachers perceive and adopt AI tools for language teaching, influencing their classroom practices.
METHODOLOGY
Research Design
This study utilised a quantitative research design, specifically using a descriptive survey method to explore
primary ESL teachers’ practices, attitudes and challenges in integrating AI-driven tools in their ELT classrooms.
The choice of this research design enabled the collection of systematic and quantifiable data to explore the types
of AI-driven tools used, the teachers’ perspectives of their integration in ELT and the challenges they encountered
in incorporating these tools into their ELT practices (Creswell, 2015). This provides a snapshot of how AI tools
are being utilised in primary ELT classrooms. The primary data collection instrument was a structured
questionnaire, featuring both closed and open-ended questions. The questionnaire focused on teachers’
demographic information, frequency and types of AI tool usage, their attitudes towards the AI tool integration
and the challenges faced when using these tools in their teaching. Using this approach, the study sought to offer
a thorough overview of the current landscape of AI use in Malaysian primary ELT classrooms.
Population and Sampling
This study focused on primary ESL teachers in Selangor, Malaysia, specifically those responsible for teaching
English as a Second Language to primary school students. The primary objective was to gain insights into their
experiences and perceptions of AI-driven tools in English Language Teaching (ELT). The sample consisted of
100 primary ESL teachers, selected through purposive sampling. This approach was chosen to ensure that the
participants had direct experience with and knowledge of using AI tools in their classrooms. By selecting teachers
with specific expertise and familiar with these tools, the study was able to gather valuable information regarding
their usage, usefulness and the challenges they face in integrating AI into ELT classrooms (Cohen, 2018).
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Data Collection Method
For this study, data were collected through a structured online questionnaire distributed the selected primary ESL
teachers using Google Forms. The questionnaire aimed to capture teachers’ specific practices, attitudes and
challenges related to AI-driven tools in ELT. The decision to use an online format was driven by its efficiency,
ease of distribution and convenience, allowing for access to a broad sample of teachers across different primary
schools in Selangor. The questionnaire was distributed through an official Telegram group that included ESL
teachers from schools in Selangor, ensuring that the survey reached a broad audience of teachers in a timely and
accessible manner.
Instrument
The study used a structured questionnaire as the main tool for data collection. The questionnaire was designed to
measure primary ESL teachers’ practices, attitudes and challenges regarding the use of AI tools for ELT. It
comprised five sections: Section 1 gathered demographic information about the participants, such as gender, age,
years of teaching experience, school location and teachers’ confidence in using AI tools. Section 2 focused on the
types and frequency of AI tools used by teachers, such as language learning apps, speech recognition tools,
grammar checkers and content creation tools. Section 3 assessed teachers’ attitudes towards the use of AI tools in
improving students’ language proficiency, engagement and learning outcomes. Section 4 explored the challenges
teachers face when integrating AI tools, including issues related to training, technical difficulties and resource
limitations. Finally, Section 5 included open-ended questions to gather qualitative insights into teachers’
experiences with AI tools, the benefits they observed and the challenges they encountered in their teaching
practices.
Reliability and Validity
The questionnaire was first subjected to expert validation to ensure the validity and relevance of the instrument.
A panel of three experts in the field of ESL education, each with extensive experience in both teaching and
research, reviewed the questionnaire. Their feedback helped verify the content of the instrument, ensuring that
the questions were relevant, clear, and aligned with the study’s objectives. Based on their feedback, adjustments
were made to improve the clarity of the language and the relevance of some items. Following expert validation,
a pilot study was conducted, involved 20 samples of primary ESL teachers selected from different schools within
Selangor. This pilot aimed to assess the clarity, reliability and overall applicability of the instrument in real
classroom settings. The reliability of the items was measured using Cronbach’s alpha to determine the internal
consistency of the responses. The Cronbach’s alpha results confirmed that the instrument was reliable, with
acceptable levels of consistency for Teachers’ Practices with AI Tools, Attitudes Towards AI Tools and
Challenges in Integrating AI Tools in the Classroom sections, as shown in Table 1 and 2. This process ensured
that the instrument was both valid and reliable for the full-scale survey. Based on the findings from the pilot
study, minor adjustments were made to improve the questionnaire’s effectiveness. The final version of the
questionnaire was then distributed to the full sample of ESL teachers across Selangor state.
Table 1 Instrument Reliability Statistics
Cronbach’s Alpha
Cronbach's Alpha Based on Standardised Items
N of Items
.960
.966
24
Table 2 Construct Reliability Statistics
Construct
Cronbach’s Alpha
Cronbach's Alpha Based on
Standardised Items
N of Items
Teachers’ practices with AI tools
.861
.898
5
Teachers’ attitudes towards AI tools
.976
.985
10
Challenges in integrating AI tools
.917
.920
9
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Data Analysis
The quantitative data were analysed using SPSS (Statistical Package for Social Sciences), Version 30.0.
Descriptive statistics, such as frequencies, means and standard deviations, were used to summarise the responses
and identify trends in teachers’ practices, attitudes and challenges regarding AI tool usage in primary ESL
classrooms. For the closed-ended questions, responses on the 5-point Likert scale were converted into numerical
values, where “Strongly Agree” was assigned the highest value (5) and “Strongly Disagree” the lowest value (1).
This allowed for a clear, quantitative analysis of AI tool usage, teachers’ attitudes and challenges related to AI
integration.
Additionally, the qualitative data from the open-ended questions were analysed using thematic analysis to
identify key themes regarding the benefits and challenges of AI integration in ELT. The findings from both the
descriptive statistics and thematic analysis were used to answer the research questions and provide a
comprehensive understanding of AI tool use in primary ESL classrooms.
Ethical Considerations
Throughout the study, ethical guidelines were carefully followed to ensure the integrity of the research and
protect the participants. Informed consent was obtained from all participants, who were provided with clear
information about the study’s purpose, their right to confidentiality and the voluntary nature of their participation,
as outlined in the survey questionnaire before they took part. This approach was intended to ensure transparency
and respect participants’ autonomy in making an informed decision about their involvement (Crewell, 2015).
Teachers were assured that their responses would remain anonymous and used only for the study, safeguarding
their privacy and avoiding any potential biases. Participants were also told they could withdraw from the study
at any time without any consequences, ensuring they could participate freely without pressure. All collected data
was securely stored and only accessible to the researcher, maintaining both confidentiality and the integrity of
the information. The data will be used solely for this research and will not be shared with any outside parties, in
line with ethical standards and to protect participants’ rights. These measures were put in place to foster trust,
encourage honest responses and ensure the study met the highest ethical standards.
RESULTS AND FINDINGS
Demographic Information
Table 3 Demographic Information
Variable
Category
Frequency
Percentage
Gender
Male
34
34
Female
66
66
Age
21-30 years old
40
40
31-40 years old
33
33
41-50 years old
16
16
51 years old and above
11
11
Years of Teaching Experience
Less than 5 years
40
40
5-10 years
24
24
11-15 years
13
13
More than 15 years
23
23
School location
Urban
38
38
Sub-urban
54
54
Rural
8
8
Formal training in AI tools
Yes
81
81
No
19
19
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Confidence in Using AI Tools
Not confident at all
4
4
Slightly confident
31
31
Confident
39
39
Very confident
22
22
Extremely confident
4
4
Table 3 presents the demographic information of the study participants. The questionnaire results show that the
majority of respondents were female (66%) and 34% were male teachers. In terms of age, 40% teachers were
between 21 and 30 years old, followed by those aged between 31 and 40 years (33%). A smaller percentage of
respondents were between 41-50 years old (16%) and only 11% were aged 51 years and above. Regarding years
of teaching experience, 40% of the teachers had less than five years of experience, 24% had between 5-10 years,
13% had 11-15 years and 23% had more than 15 years of teaching experience. The majority of teachers were
from sub-urban schools (54%), with 38% from urban schools and only 8% from rural schools. When it comes to
formal training in AI tools, 81% of teachers reported having received training, while 19% had not. In terms of
confidence in using AI tools, a significant portion of teachers (39%) were confident, 22% were very confident
and 31% were slightly confident. However, 4% of teachers expressed being not confident at all, indicating a
potential area for further professional development. These demographic characteristics highlight a relatively
young, predominantly female teacher population with a high level of confidence in using AI tools, although there
is still a gap in training opportunities for some teachers. This information is valuable as it provides insight into
the backgrounds of the teachers involved in this study and the factors that might influence their adoption and use
of AI tools in their classrooms.
AI-Driven Tools Used by Primary School Teachers in ELT
Table 4 Teachers’ Practices with AI Tools
No
Variable
Mean
SD
Rank
1
Language learning tools
2.47
1.04
5
2
Speech recognition tools
3.49
0.92
4
3
Grammar checkers
3.96
0.83
2
4
Interactive learning and assessment tools
3.85
0.92
3
5
Content creation tools
4.16
0.91
1
Table 4 presents the findings on the frequency and types of AI tools used by primary school teachers in ELT. The
results indicate that Content Creation Tools (M = 4.16, SD = 0.91) are the most commonly used by teachers,
followed by Grammar Checkers (M = 3.96, SD = 0.83) and Interactive Learning and Assessment Tools (M =
3.85, SD = 0.92). Content creation tools, such as ChatGPT, Canva and Powtoon, are favoured for developing
engaging and interactive lesson materials. These tools enable teachers to design dynamic content that enhances
student engagement and learning experiences. Grammar Checkers like Grammarly and ProWritingAid were the
second most commonly used AI tools, reflecting their role in improving students’ writing skills. Similarly,
Interactive Learning and Assessment Tools such as Kahoot! and Quizlet are also widely used to facilitate
gamified learning and interactive assessments, which help reinforce the material and increase student
participation.
On the other hand, Speech Recognition Tools (M = 3.49, SD = 0.92) and Language Learning Apps (M = 2.47,
SD = 1.04) were reported as being used less frequently. Despite this, tools like SpeechTexter and ELSA Speak
are still employed to assist with pronunciation practice, while language learning apps, such as Duolingo, are
occasionally used to help students build vocabulary. These results suggest that while AI tools are being used
effectively in various aspects of ELT, there is a notable preference for content creation and grammar-checking
tools, with less emphasis on pronunciation and vocabulary development tools.
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Table 5 Teachers’ Practices with AI Tools
No
Variable
Frequency
Percentage
1
Content Creation Tools
51
48.6
2
Grammar Checkers
20
19.0
3
Interactive Learning and Assessment Tools
16
15.2
4
Speech Recognition Tools
10
9.5
5
Language Learning Apps
8
7.6
Table 5 displays the teachers’ practices with AI tools. The open-ended responses support the questionnaire
findings, with Content Creation Tools being the most frequently mentioned (51 responses). Teachers noted the
value of tools like ChatGPT and Canva for lesson planning and creating interactive classroom activities. As one
teacher stated, “ChatGPT helps me create classroom activities that suit my students” (T15), while another
mentioned, “Canva is used to create interactive tasks” (T20). Grammar Checkers followed with 20 mentions,
highlighting their role in improving students' writing. One teacher shared, “Grammarly is the most useful tool
because it assists in grammar correction” (T71). Interactive Learning and Assessment Tools like Kahoot! and
Quizlet were mentioned 16 times, with a teacher noting, “AI tools like Kahoot! and Quizlet allow me to create
interactive quizzes and activities” (T53). Although Speech Recognition Tools and Language Learning Apps were
less frequently mentioned, they were still valued for specific purposes like pronunciation and vocabulary
improvement. One teacher noted, “AI-based pronunciation tools like ELSA Speak are great for language
learners to practice speaking” (T56).
Primary School Teachers’ Attitudes towards the AI-Driven Tools in ELT
Table 6 Teachers’ Attitudes Towards AI Tools
No
Variable
Mean
SD
Rank
1
AI tools improve students’ English language proficiency.
3.96
0.45
9
2
AI tools provide personalised learning experiences that benefit students.
4.01
0.49
5
3
AI tools are effective in improving students’ vocabulary.
4.15
0.54
4
4
AI tools are effective in improving students’ pronunciation.
4.28
0.65
1
5
AI tools enhance students’ writing skills.
3.96
0.83
10
6
AI tools increase students’ engagement in language learning.
4.27
0.61
2
7
AI tools are easy to incorporate into my teaching practice.
3.97
0.72
8
8
I feel confident in using AI tools to teach English in my classroom.
4.01
0.69
6
9
AI tools are useful for supporting differentiated learning in my classroom.
3.98
0.65
7
10
AI tools enhance students’ ability to practise English outside the classroom.
4.19
0.63
3
Table 6 presents the teachers’ attitudes towards AI tools. The questionnaire results reveal that primary school
teachers generally hold a positive attitude towards AI adoption in ELT. The highest-rated aspect was AI tools’
ability to improve students’ pronunciation (M = 4.28, SD = 0.65), followed closely by their impact on student
engagement (M = 4.27, SD = 0.61). Teachers also viewed AI tools as effective for enhancing students’ vocabulary
(M = 4.15, SD = 0.54) and enabling students to practise English outside the classroom (M = 4.19, SD = 0.63).
In contrast, AI tools were considered less effective in improving students' writing skills (M = 3.96, SD = 0.83)
and overall English language proficiency (M = 3.96, SD = 0.45). This suggests that while teachers recognise the
value of AI in specific areas like pronunciation and vocabulary, they feel less confident in its impact on writing
and overall language proficiency.
Additionally, teachers reported being confident in using AI tools (M = 4.01, SD = 0.69) and found AI tools useful
for personalised learning (M = 4.01, SD = 0.49), indicating a high level of confidence in their ability to integrate
these tools into their teaching practices. However, challenges around classroom integration (M = 3.97, SD =
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0.72) and differentiated learning (M = 3.98, SD = 0.65) were also noted, pointing to the need for further training
and support to fully leverage AI in diverse classroom contexts.
Table 7 Teachers’ Attitudes Towards AI Tools
No
Theme
Frequency
Percentage
1
Student engagement, motivation and confidence
30
26.5
2
Improvement in language skills
21
18.6
3
Personalised and adaptive learning
18
15.9
4
Interactive and fun learning environment
17
15.0
5
Teacher efficiency and time-saving
14
12.4
6
Real-time feedback and self-correction
13
11.5
Table 7 presents the themes of teachers’ attitudes towards AI tools. From the open-ended responses, student
engagement, motivation and confidence the most commonly mentioned, making up 26.5%. Many teachers
observed that AI tools significantly boosted student participation and enthusiasm. One teacher noted, “Students
become more engaged and motivated” (T2). Moreover, teachers reported improvements in student confidence,
with one stating, “Students show better engagement, improved confidence and faster progress in writing,
vocabulary and speaking” (T6). AI tools were also recognised for improving language skills (18.6%),
particularly in areas such as writing, vocabulary and speaking. One teacher mentioned, “It has given students
immediate feedback, allowing them to revise their work and improve their language skills quickly” (T39). These
tools were also praised for their ability to provide personalised and adaptive learning (15.9%), catering to
individual student needs. As one teacher highlighted, “It has increased student motivation and engagement,
especially for those who enjoy gaming” (T76).
Another significant theme was creating an interactive and fun learning environment (15.0%), with teachers
noting that AI tools made learning more engaging for students, especially in reading. One teacher shared,
“Students’ reading comprehension has improved, and they are more eager to read” (T49). Furthermore, AI tools
were recognised for improving teacher efficiency and time-saving (12.4%) by reducing grading time. A teacher
explained, “It has reduced the time I spend grading and allows me to focus more on individual student needs”
(T29). Lastly, AI tools were appreciated for providing real-time feedback and self-correction (11.5%) as “It has
helped students self-correct their work and understand grammar rules better” (T31).
Challenges Faced in Integrating AI-Driven Tools in ELT Practices
Table 8 Challenges in Integrating AI Tools
No
Variable
Mean
SD
Rank
1
I lack training to effectively use AI tools in my teaching.
2.85
0.91
8
2
Technical difficulties hinder the use of AI tools in my classroom.
2.74
1.43
9
3
Limited resources prevent me from integrating AI tools in my teaching.
3.72
0.96
1
4
I am concerned that AI tools might replace traditional teaching methods and reduce
human interaction in the classroom.
3.24
1.04
5
5
I’m concerned about the data privacy issues related to using AI tools in the
classroom.
3.69
0.93
2
6
The cultural appropriateness of AI tools is a concern when using them with my
students.
3.36
1.08
4
7
There is a lack of professional development opportunities to learn how to integrate
AI tools effectively into teaching.
3.21
1.09
6
8
The curriculum does not support or align with the use of AI tools in the classroom.
3.05
1.01
7
9
Classroom management becomes more challenging when using AI tools, as it may
distract students from focusing on other tasks.
3.67
0.96
3
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Table 8 outlines the themes of challenges faced by teachers in integrating AI tools into their teaching practices.
The findings from the questionnaire highlight several challenges faced by primary school teachers in integrating
AI tools into their teaching practices. The most significant challenge identified was limited resources (M = 3.72,
SD = 0.96), with teachers noting insufficient access to devices and AI software as major barriers to effective
integration. Data privacy concerns (M = 3.69, SD = 0.93) followed closely, indicating teacher apprehension
regarding the security of student data when using AI tools. Classroom management issues (M = 3.67, SD = 0.96),
including the risk of AI tools distracting students, were also noted as a challenge. Additionally, concerns about
cultural appropriateness (M = 3.36, SD = 1.08) and the replacement of traditional teaching methods (M = 3.24,
SD = 1.04) were identified as major obstacles to the practical use of AI-driven tools in ELT.
Table 9 Challenges in Integrating AI Tools
No
Theme
Frequency
Percentage
1
Technical challenges and resource limitations
25
24.3
2
Classroom management and engagement issues
21
20.4
3
Over-reliance on AI and misuse
16
15.5
4
Feedback issues and AI limitations
16
15.5
5
Difficulty with AI tool navigation and content complexity
14
13.6
6
Student anxiety and confidence issues
11
10.7
Table 9 shows the themes of challenges faced by primary school teachers in integrating AI tools into their
teaching practices. Technical challenges and resource limitations were the most frequently mentioned (25
responses, 24.3%). Teachers expressed frustrations over issues such as software bugs and unreliable internet
connectivity that disrupted the learning experience. One teacher noted, “Technical difficulties, such as software
bugs, sometimes disrupt the learning experience” (T48), highlighting the technological barriers hindering
effective AI tool use. Classroom management and engagement issues followed closely (21 responses, 20.4%).
Teachers reported concerns that AI tools might distract students, making it harder to maintain control over the
classroom. A teacher commented, “Students sometimes over-rely on the tool and don’t develop their grammar
skills enough” (T54), pointing to the potential for AI tools to limit students' independent skills development if
not properly integrated.
The over-dependence on AI and its improper use were also identified as significant challenges, with 16 responses
representing 15.5%. Teachers mentioned that some students became too dependent on AI tools for error
correction, which could hinder their overall learning progress. As one teacher stated, “Some students become too
dependent on these tools for error correction” (T71), indicating that an over-reliance on technology could impede
students from developing critical language skills independently. Difficulty with AI tool navigation and content
complexity (14 responses, 13.6%) was another concern. Teachers reported that some students had trouble
navigating the platforms or accessing the learning materials. One teacher shared, “Some students have difficulty
navigating the platform and accessing the materials” (T86), suggesting that the tools may not be intuitive enough
for younger students or those unfamiliar with the technology. Student anxiety and confidence issues were the
least frequently mentioned challenge (11 responses, 10.7%). Teachers noted that some students felt self-
conscious when practicing speaking, particularly in AI-driven environments. As one teacher observed, “Some
students feel self-conscious when practicing speaking and fear judgment” (T97), emphasising the emotional
challenges faced by learners in using AI tools for language practice.
DISCUSSION
AI-Driven Tools Used by Primary School Teachers in ELT
The results of this study revealed that Content Creation Tools, such as ChatGPT and Canva, are the most widely
used AI tools by primary school teachers in their English Language Teaching (ELT) classrooms. These tools
were particularly valued for their ability to produce engaging and interactive lesson materials that address the
varied needs of students. This finding is consistent with Al-khresheh (2024), who highlighted the effectiveness
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of ChatGPT in supporting teachers in generating dynamic and personalized content. Ouahani and Mahraj (2025)
also noted that ChatGPT has seen widespread adoption globally, with teachers using it to facilitate content
creation and enhance interactive learning. Teachers in this study emphasised that these tools allowed them to
design materials that actively engage students and promote participatory learning, which aligns with Assali
(2025), who stated that content creation tools significantly contribute to creating interactive classroom activities.
In addition, grammar checkers such as Grammarly and ProWritingAid, along with Interactive Learning and
Assessment Tools like Kahoot! and Quizlet support writing development and student engagement, aligning with
the findings of Lim & Yunus (2021) and Jomaa et al. (2025), who pointed out that AI tools in the form of writing
assistants and gamified platforms enhance students’ vocabulary and writing skills. In particular, Ng et al. (2025)
emphasised the positive effects of Grammarly on improving students’ writing skills in ELT classrooms, which
in line with the findings of this study where Grammarly was one of the more frequently used tools. These tools
help students improve grammar, punctuation and writing structure, which is crucial for developing writing
proficiency. Kovalenko & Baranivska (2024) also identified interactive platforms like Kahoot! as being useful
in boosting student participation and motivation, further confirming the widespread adoption of these tools in
enhancing student involvement.
However, the less frequent use of speech recognition tools such as ELSA Speak and language learning apps like
Duolingo was noted in this study. This result is consistent with Le et al. (2025), who found that AI-based language
learning apps are popular in secondary education but are not yet fully embraced in primary classrooms. Tarannum
et al. (2025) similarly discussed that while ChatGPT is gaining momentum in various contexts, language learning
apps such as Duolingo are still being used to a lesser extent in primary education, possibly due to developmental
constraints and the need for more engaging, hands-on learning experiences for younger students. Guan et al.
(2025) also noted that while these tools can be very beneficial for improving pronunciation and vocabulary, their
adoption in primary education remains limited, possibly due to a preference for tools that offer more interactive
content creation and immediate feedback rather than those focusing on language skills development.
Primary School Teachers’ Attitudes towards the AI-Driven Tools in ELT
Primary school teachers hold positive attitudes towards the application of AI-driven tools in enhancing various
aspects of student learning in ELT. Teachers particularly highlighted the significant role AI tools play in
improving students’ pronunciation. This result reflects the widespread belief that AI speech recognition tools,
such as ELSA Speak, can provide students with immediate feedback on their pronunciation, helping them refine
their speaking skills outside the classroom. This finding aligns with Ouahani & Mahraj (2025), who found that
AI-driven speech recognition tools are effective in correcting pronunciation, offering personalised learning that
caters to individual student needs. Teachers in this study noted that pronunciation tools not only improve the
accuracy of students’ speech but also increase their confidence in speaking, contributing to their language
development.
In addition to pronunciation, teachers expressed that AI tools significantly increase student engagement in
language learning. This aligns with the findings of Assali (2025), who noted that AI tools help create an
interactive learning environment that engages students and promotes active participation. Teachers in this study
reported that AI tools made lessons more dynamic and fun, which led to increased enthusiasm and motivation
among students. For example, teachers mentioned using gamified platforms like Kahoot! and Quizlet, which
provided opportunities for students to engage in interactive quizzes and learning activities that made language
learning enjoyable. Alshumaimeri & Alshememry (2024) and Soh & Yunus (2023) also emphasised that
interactive AI platforms enhance student participation and make learning more engaging, which is essential for
maintaining motivation in primary school classrooms.
Furthermore, AI tools were viewed as effective in enhancing students’ ability to practise English outside the
classroom. This finding resonates with Guan et al. (2025), who argued that AI tools facilitate self-directed
learning by enabling students to practise language skills independently, particularly outside the classroom.
Teachers observed that tools like Duolingo and Grammarly gave students opportunities to practice vocabulary,
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pronunciation and writing on their own time, reinforcing lessons learned in class. As Azap (2025) noted, such
tools provide instant feedback, which is vital for students to improve their language skills autonomously and at
their own pace.
However, despite the general enthusiasm for AI tools, some teachers expressed concerns about their impact on
students’ writing skills, suggesting that while AI tools like Grammarly are helpful for grammar correction,
teachers were less confident in their ability to foster higher-order writing skills. Guan et al. (2025) highlighted
similar concerns, noting that although AI tools can assist with mechanical aspects of writing, they may not
sufficiently address the deeper cognitive processes required for critical writing. This concern was also voiced by
teachers in this study, who felt that AI tools might provide surface-level assistance but fail to encourage creative
thinking or independent writing.
Challenges Faced in Integrating AI-Driven Tools in ELT Practices
The results of this study highlighted several significant challenges that primary school teachers faced when using
AI tools into their English Language Teaching (ELT) practices, which resonate with findings from various studies
in the field. One of the most prominent barriers identified was limited resources, including insufficient access to
devices and AI software. This finding is consistent with Kovalenko & Baranivska (2024), who emphasised that
schools with limited technological infrastructure face difficulties in utilising AI tools effectively. Teachers in this
study expressed frustration over the lack of appropriate devices and unreliable internet connectivity, which
hindered their ability to make full use of AI tools in their classrooms. Metwally & Bin-Hady (2025) also pointed
out the importance of providing adequate resources and training to overcome these limitations, as resource-poor
schools often struggle to adopt educational technology.
Additionally, data privacy issue was another significant concern in the integration of AI tools. Teachers expressed
anxiety about the security of student data, with many uncertain about how AI tools handle personal information.
This concern aligns with Suharno et al. (2025), who highlighted that data privacy remains a pressing issue for
educators, especially when using AI platforms that store student data. Ugli, Kamal and Azamovna (2025) also
echoed this concern, stating that data protection and ethical issues related to AI tools are vital areas of focus,
particularly in education contexts where students’ data may be vulnerable, emphasising the need for secure and
transparent AI tools that adhere to data privacy regulations.
The challenge of classroom management was also noted, with teachers mentioning that AI tools sometimes
contributed to distractions in the classroom. This concern is consistent with Guan et al. (2025), who observed
that AI tools, particularly those that gamify learning, can lead to over-engagement and distract students from
their core tasks. Teachers in this study expressed concerns that students might become too focused on the
gamebased aspects of AI tools, which could compromise their focus on core language skills. Similarly, Metwally
& Bin-Hady (2025) noted that while AI tools can enhance engagement, they might also cause students to
disengage from critical thinking tasks and impede independent learning, particularly in younger learners who are
still developing their cognitive skills.
Another major concern was the cultural appropriateness of AI tools, where teachers questioned whether the
content provided by AI tools was relevant and sensitive to their students’ cultural contexts. This finding aligns
with Üretmen Karaoğlu & Doğan (2025), who emphasised that AI tools must be culturally adapted to fit the
diverse needs of students in different educational contexts. Teachers in this study mentioned that some AI tools
may be too generic or designed for different educational systems, leading to a disconnect with their students’
learning needs. Al-shumaimeri & Alshememry (2024) also pointed out that AI tools need to be culturally
sensitive, considering the local context and ensuring that the material aligns with students’ cultural backgrounds
to be effective.
Moreover, teachers’ lack of training was cited as a major barrier to the integration of AI tools in the classroom.
Despite the positive attitudes towards AI tools, many teachers reported feeling underprepared to use these tools
effectively in teaching and learning. Metwally & Bin-Hady (2025) highlighted the importance of professional
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development programmes aimed at EFL teachers, stressing that continuous training and support are essential for
successful AI tool integration. In this study, teachers expressed a desire for more structured professional
development to learn how to incorporate AI into their lesson plans and teaching strategies, which reflects the
broader concern raised by Alsalem (2024), who argued that AI integration cannot be successful without a solid
foundation of teacher preparation.
CONCLUSION
This study investigated the use of AI-driven tools in primary school English Language Teaching (ELT)
classrooms in Malaysia. The findings showed that Content Creation Tools like ChatGPT and Canva were the
most commonly used for lesson planning and enhancing student engagement. Grammar checkers and interactive
learning tools such as Kahoot! and Quizlet also played key roles in improving writing skills and increasing
student participation. Teachers were generally positive about how AI tools are used, particularly for
pronunciation, engagement and vocabulary development. However, challenges like limited resources, lack of
training and concerns over replacing traditional methods were also noted. The study’s results highlight the
importance of enhancing teacher training to better integrate AI-driven tools into ELT. Policymakers need to
address technical challenges such as internet connectivity and ensure that schools have sufficient resources.
Therefore, future research should explore the long-term effects of AI on developing students’ critical thinking
and creativity. The study has some limitations, such as a small sample size of 100 primary ESL teachers from
Selangor, which restricts the ability to generalise the findings. To address this, future research could expand the
sample by using a national or random sampling approach to enhance the representativeness and generalisability
of the results across different regions and teacher populations, thereby providing a more comprehensive
understanding of the issues and allowing for broader conclusions. Additionally, the use of self-reported data may
introduce potential bias. Future studies could benefit from incorporating classroom observations to further
investigate how AI influences student learning, especially in areas like problem-solving and language
proficiency. Despite these limitations, the study provides valuable insights and practical recommendations for
enhancing the use of AI-driven tools in primary ELT classrooms.
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