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ABSTRACT

This investigation utilized a phenomenological approach to investigate the experience of English language educators in employing artificial intelligence (AI) tools into English language learning. The study used purposive sampling and 20 participants were interviewed. The data analysis was guided by Bronfenbrenner’s (1979) ecological systems theory, particularly microsystem, exosystem, and macrosystem. The findings demonstrated that the AI tools enable interactive, personalized, and gamified learning experiences that enhance student engagement, motivation, and English proficiency. The study also emphasized the importance of technological content knowledge and technological pedagogical knowledge in improving instructional methodologies. Challenges, including AI-related distractions and reduced direct interaction between educators and students, were identified, necessitating a balanced integration of these tools despite the inherent advantages. Furthermore, the research underscored the significance of institutional support, which encompasses ongoing professional development and technical assistance, to facilitate the successful integration of AI into education.

Keywords: artificial intelligence, English language learning, phenomenology, qualitative study, technology