English language instructors’ readiness for using artificial intelligence for teaching in Bangladesh

Abstract

Artificial intelligence (AI) is becoming increasingly prevalent in the field of education, which has made it possible for instructors of English as a second language to adapt their teaching strategies accordingly. The study explores the preparedness of English Language instructors to use artificial intelligence for instructional development utilizing Technology Acceptance Model (TAM) by Davis (1989). This study uses qualitative interviews with university instructors from both public and private institutions highlighting their perspectives, potential hesitations, as well as support needs concerning the incorporation of AI into their teaching methodologies. A rigorous analysis of data gathered from 9 in-depth instructor interviews across public and private universities to provide their experiences as well as beliefs showing the different contexts and perspectives of AI in the use for education. The findings indicated significant necessitation for providing support institutionally and professional training in order to enhance instructors’ confidence in AI tools, improve learning experiences as well as important factors that either facilitate or impede the implementation of AI.