AI as Pedagogical Partner: ELT Teachers’ Strategies and Dilemmas in Everyday Classroom Use

Trully Christien Haenny   Wungow; Devilito Prasetyo   Tatipang; Fergina   Lengkoan; Syahrullah  Syahrullah; Meyny  S. C. Kaunang; St. Nur Aima   Fatima

doi:10.31849/wrs5az97

Authors

Trully Christien Haenny Wungow Universitas Negeri Manado, Tondano, Indonesia
Devilito Prasetyo Tatipang Universitas Negeri Makassar, Makassar, Indonesia
Fergina Lengkoan Universitas Negeri Manado, Tondano, Indonesia
Syahrullah Syahrullah Universitas Negeri Makassar, Makassar, Indonesia
Meyny S. C. Kaunang Universitas Negeri Manado, Tondano, Indonesia
St. Nur Aima Fatima Universitas Negeri Manado, Tondano, Indonesia

DOI:

https://doi.org/10.31849/wrs5az97

Keywords:

Artificial intelligence (AI), English language teaching (ELT) , Teacher strategies, AI integration , Pedagogical challenges

Abstract

Artificial Intelligence (AI) is rapidly reshaping English Language Teaching (ELT), yet what teachers actually do with AI in everyday classrooms is still poorly documented. Addressing this gap, this study examines how ELT teachers integrate AI as a pedagogical partner, the extent of its classroom use, and the dilemmas that accompany it. Using an explanatory sequential mixed methods design, survey data were first collected from thirty secondary and tertiary ELT teachers who already used AI tools, followed by in depth interviews with five purposively selected participants to explain and deepen the survey patterns. Descriptive statistics show moderately high levels of AI engagement, with reported classroom use ranging from about 60 to 95 percent, most teachers rating AI effectiveness at 4 or 5 on a five point scale, and challenge ratings clustering at 3 or above, indicating that benefits and barriers are experienced simultaneously. Thematic analysis of interview data reveals that teachers employ AI for AI assisted peer review, chatbot supported speaking tasks, data informed lesson planning, and real time language feedback that together enhance student participation and instructional efficiency. At the same time, teachers struggle with unequal access to devices and connectivity, limited institutional training, ethical concerns about data use and academic integrity, and the risk of student over reliance on AI. The study contributes a grounded, teacher centred account of AI integration in ELT and calls for sustained professional development, equitable infrastructure, and clear institutional guidelines so that AI can support more ethical, inclusive, and human centred language education.

Author Biographies

Trully Christien Haenny Wungow , Universitas Negeri Manado, Tondano, Indonesia

Trully Christien Haenny Wungow is a lecturer in English Education at the Faculty of Language and Arts, Universitas Negeri Manado (UNIMA), Tondano, North Sulawesi. Official UNIMA records list her as academic staff in the English Education Study Program and as Head of the university’s Language Unit (UPA Bahasa). Her academic and community‐service portfolio includes leading English teacher development programs funded by UNIMA.
Devilito Prasetyo Tatipang , Universitas Negeri Makassar, Makassar, Indonesia

Devilito Prasetyo Tatipang is a PhD student at Universitas Negeri Makassar and a Research Consultant, Journal Reviewer, Researcher, Journal Manager and Editor, Mendeley Mentor, and Research Assistant. He also serves as a full-time Lecturer Assistant in the English Education Department, Faculty of Languages and Arts, Universitas Negeri Manado. He completed both his Bachelor degree in 2021 and Master degree in 2023 at Universitas Negeri Manado, and has since presented his work at numerous national and international conferences. His scholarly publications appear in nationally accredited and internationally reputable journals. His research interests include technology-enhanced English language teaching, translanguaging in ELT, plurilingual education, multilingual curriculum development, and language learning pedagogy.
Fergina Lengkoan, Universitas Negeri Manado, Tondano, Indonesia

Fergina Lengkoan is a senior lecturer with years of experience in the English Education Department, Faculty of Language and Arts, Universitas Negeri Manado, Tondano, North Sulawesi. Her academic interests center on English language teaching, literacy development, and innovative instructional practices that support learner engagement and achievement. She is actively involved in advancing pedagogical quality within her department and contributing to community-based educational initiatives.
Syahrullah Syahrullah , Universitas Negeri Makassar, Makassar, Indonesia

Syahrullah is a researcher in the Faculty of Language and Arts, Universitas Negeri Manado, Tondano, North Sulawesi. He is a PhD student at Makassar State University. His areas of interest include TESOL, ESP, and Curriculum Studies. His professional focus includes creative arts education, cultural expression, and instructional innovation in arts-based learning. He contributes actively to strengthening arts pedagogy and promoting creative learning practices within the university and surrounding communities
Meyny S. C. Kaunang, Universitas Negeri Manado, Tondano, Indonesia

Meyni Kaunang is a lecturer in Arts Education at the Faculty of Language and Arts, Universitas Negeri Manado, Tondano, North Sulawesi. Her academic interests include creative arts pedagogy, learning design, and the integration of visual and performing arts into educational practice. She is actively engaged in advancing artistic literacy and supporting community-oriented arts education programs.
St. Nur Aima Fatima, Universitas Negeri Manado, Tondano, Indonesia

St. Nur Aima Fatima is a researcher and Magister student in the English Education Postgraduate Program at Universitas Negeri Makassar, Indonesia. Her academic interests focus on language learning, English pedagogy, and instructional innovation in higher education. She is actively engaged in advancing research-based practices that support effective English language teaching and learner development.

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