THE USE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING: ETHICAL ISSUES AND EDUCATIONAL IMPLICATIONS

Abstrak

The use of Artificial Intelligence (AI) marks a significant change in English Language Teaching (ELT), providing tailored learning experiences while also raising important ethical issues. This research seeks to understand how students perceive the role of AI in their English studies, particularly regarding its usefulness, user-friendliness, and potential ethical dangers. Employing a quantitative approach, the information and insights were gathered from a survey conducted with a representative group of 20 English language learners. The data collection involved a closed-format questionnaire based on a Likert scale that ranged from "Strongly Disagree" to "Strongly Agree. " This tool was crafted to apply the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT). Analysis of the data was performed through descriptive statistics, including mean calculations and percentages to summarize the feedback received. The results indicate a strong level of acceptance; students consider AI to be very useful for comprehending course materials (75%), enhancing their English abilities (74%), and speeding up task execution (76%). Additionally, 77% of the students found AI tools easy to use, suggesting minimal technical difficulties. On the other hand, students voiced significant ethical worries, indicating that AI could undermine academic integrity (71%) and contribute to plagiarism (69%). The results of this research imply that although AI can effectively support educational success, it is crucial for educators to integrate it responsibly. Maintaining a balance between technology use and behavioral supervision, along with teacher support, is vital to ensure that AI serves as an aid rather than a replacement for independent critical reasoning.