A Study on Elementary English Teachers’ Responses to Classes Using AI-Powered Application: Focusing on Odinga English

Abstract

The purpose of this study is to examine the responses of English teachers to utilizing an AI-based interactive application, Odinga English. To determine their views, a case study was conducted with four English teachers. The findings are as follows. First, the contents of the application consisted of fun elements with graphics which had a positive effect on increasing learners’ interest and motivation. In addition, learners improved their self-confidence by solving problems on their own. Second, the design and interface of the application were appealing to young learners, an important point as both accessibility and convenience play an important role when lower-grade students are learning with a new tool. Third, the adaptation of the educational application was appropriate for elementary school students who are familiar with using technology to learn. Lastly, each learner received individual feedback on their speaking and pronunciation. Based on the results, it can be concluded that the use of the AI-based application was positive for elementary school English learners. Above all, it was effective in increasing learning interest and confidence, which are important for elementary school learners. It was also positive in improving learners’ speaking and pronunciation skills through customized feedback.