University Lecturers vs. the AI-Implemented ELT Curriculum in an Indonesian Context: A Needs Analysis
DOI:
https://doi.org/10.17507/tpls.1602.35Keywords:
AI, ELT Technology, ELT Curriculum, ELT LecturersAbstract
This study investigates the need for AI integration in English Language Teaching (ELT) curricula by analyzing the perspectives of 15 English lecturers. Utilizing a mixed-method approach, data were collected through a questionnaire focusing on perceived benefits, challenges, and institutional readiness for AI adoption. Additionally, in-depth interviews were conducted with 5 selected lecturers to gain qualitative insights into their views on AI implementation. The results reveal that 79% of respondents perceive AI as beneficial in enhancing personalized learning and improving student engagement. However, 72% expressed concerns about the lack of training and resources necessary for effective AI integration. Institutional readiness was another major challenge, with only 60% of lecturers agreeing that their institutions were prepared for AI adoption. Interview data underscored the need for continuous professional development and adequate infrastructure to support AI use in ELT. Despite these challenges, there is significant optimism about AI’s potential to transform language teaching, provided that proper support systems are established. This study highlights the importance of addressing both the technological and pedagogical needs of lecturers to ensure the successful implementation of AI in ELT curricula. The findings offer crucial insights into the practical requirements for adopting AI in education, contributing to the broader discourse on technology-enhanced learning.
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