BEYOND THE RED MARKINGS: EXPLORING TEACHER PERCEPTIONS AND PRACTICES OF AI INTEGRATION INTO MALAYSIAN WRITING INSTRUCTIONS
DOI:
https://doi.org/10.35631/IJEPC.1162055Keywords:
Artificial Intelligence, AI Integration, ESL Writing Classroom, Teachers’ Classroom Experience, Teachers’ PerspectiveAbstract
Artificial Intelligence (AI) has become increasingly influential in English as a Second Language (ESL) instruction, offering new possibilities for supporting young learners’ writing development. In Malaysian primary schools, writing continues to pose challenges due to limited vocabulary, grammatical weaknesses, lack of ideas, and low motivation. This qualitative study investigates how Malaysian primary ESL teachers perceive and integrate AI tools such as ChatGPT, Grammarly, QuillBot, and Gemini in writing instruction. Five teachers participated in semi-structured interviews, revealing that they primarily use AI tools to support pre-writing, revision, and differentiation stage. Teachers reported benefits such as enhanced linguistic accuracy, increased student motivation, and decreased workload. However, the study also identified concerns related to over-reliance, academic integrity, loss of creativity among students, and technological constraints. The findings highlight the importance of pedagogical mediation, AI literacy, and professional development to ensure responsible and effective integration of AI in Malaysian ESL classrooms.
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