Abstract
This quantitative study examines K-12 English teachers’ (N = 107) perceptions of AI-based instruction in South Korea. Drawing on practice related to computer-assisted instruction (CAI), this paper compares in-service Korean English teachers and Non-Korean English teachers. A questionnaire was used to explore the teachers’ general perceptions of AI and familiarity with AI-supported education and the responses of 52 Korean English teachers and 55 Non-Korean English teachers were used to examine differences between the two groups of English teachers. The results revealed that there is no general consensus between the two groups of English teachers about the definition of AI-based instruction. However, both groups identified lack of AI knowledge as their main challenge to incorporating AI in their teaching. Non-Korean English teachers showed more positive perceptions and expectations for using AI than Korean English teachers. The article concludes with a call for extensive research on evidence-based AI-supported teaching and systematic teacher training programs for both groups of teachers for effective, widespread AI applications.
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