Primary School English Language Teaching with AI-Driven Tools: A Deep Dive into Teachers’ Practices, Attitudes and Challenges

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.

Artificial Intelligence, English Language Teaching

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