Artificial Intelligence Integration on English Instruction Among the Junior High Schools in Congressional District IV, Batangas Province

Abstract

This study examined the level of usefulness of Artificial Intelligence (AI) integration in English instruction among Junior High School teachers in Congressional District IV, Batangas Province. It specifically assessed its usefulness in enhancing grammar and vocabulary acquisition, improving reading comprehension, and developing writing skills, as well as its utilization in lesson planning, interactive and adaptive learning experiences, and assessment and feedback mechanisms.

A quantitative descriptive research design was employed, involving Junior High School teachers. A researcher-made and validated questionnaire served as the primary data gathering instrument, supported by unstructured interviews to provide additional insights into teachers’ experiences.

The findings revealed that the level of usefulness of AI integration in English instruction was moderately useful across grammar and vocabulary acquisition, reading comprehension, and writing skills. In terms of utilization, AI integration in instructional delivery was found to be moderately utilized, particularly in lesson planning, interactive and adaptive learning experiences, and assessment and feedback mechanisms. It also revealed a strong, positive, and significant relationship between the level of usefulness and the extent of utilization of AI integration. This indicates that teachers who perceive AI as more useful are more likely to integrate it into their instructional practices.

Despite its perceived usefulness, several barriers were identified, including limited access to AI tools, insufficient training, and concerns regarding responsible use. Interview responses further supported these findings, highlighting that while AI is useful in facilitating teaching tasks and enhancing student participation, challenges related to accessibility and teacher preparedness remain evident.

Based on the findings, the study proposed an intervention program titled the AI Integration Enhancement Activities (AIIEA), aimed at strengthening teachers’ competencies in utilizing AI in English instruction. The proposed program includes training workshops, hands-on activities, lesson planning support, and the application of AI in assessment and feedback. This initiative is intended to promote the appropriate and responsible use of AI and support more responsive and technology-supported English instruction.