Teachers' Perceptions and Continuance Usage Intention of Artificial Intelligence Technology in Tesl

Abstract

Artificial Intelligence (AI) has paved the way for sustainable progress in all fields. In recent years, Artificial Intelligence in Education (AIEd) has shown a significant impact in the education sphere, especially after the outbreak of the Covid-19 pandemic hit the world. The various benefits and facilities of big data through educational technology have made AI a trend in the leading-edge education system. Teachers as one of the most essential stakeholders are responsible for implementing the curriculum and facilitating classroom learning. Despite the myriad advantages, AI technologies and applications are still underutilised in the teaching and learning process. Previous studies showed that a lot of AI-related studies in education are on AI system development in higher education, whereas AI technology use in primary education, particularly in ESL classes, receives inadequate attention. A survey-based study was conducted to examine the impact of teachers' perceptions on the continuance usage intention of AI technology in ESL primary schools. The research data were analysed using descriptive and inferential analysis to find the descriptive, correlation and regression results. Findings from the study revealed that teachers’ perceptions influenced teachers' intention to continue using AI technology. Hence, in order to implement the policies, it is crucial for policymakers to take into consideration the responses of the teachers to transform working conditions and academic curricula effectively.