THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING AND ASSESSING GRAMMAR: BASIS FOR DEVELOPING A SURVEY QUESTIONNAIRE

Michelle Mayol, Ziah Delfino, Kyla Liston, Cristy Grace A. Ngo

Abstract


With the growing integration of Artificial Intelligence (AI) in the field of education, language teachers are now navigating new ways to teach and assess students' grammar. However, concerns arise over how AI could change how classrooms work, how students learn, and the role of teachers in instruction. In the context of teaching and assessing grammar, this study determined the perspectives of teachers in utilizing AI tools, how teachers evaluate the effectiveness of AI tools in enhancing students' grammatical proficiency, and the ethical considerations of teachers in utilizing AI tools. Finally, the study aimed to develop a survey questionnaire based on the qualitative findings for future research. Using a qualitative approach, data were collected through semi-structured interviews with 10 language teachers and were analysed thematically. Results showed that teachers perceived AI as a helpful support tool, AI as an unnecessary and unexplored tool, emphasized the importance of teacher-guided use of AI, and critical literacy in AI integration. In terms of effectiveness, AI tools were perceived as effective in detecting basic grammar errors but were seen as ineffective in strengthening grammar skills and handling complex grammar and contextual accuracy. Ethical concerns were also considered, particularly regarding academic integrity, data privacy and security, and the responsible integration of AI in language instruction and assessment. The results imply that there is a need for AI literacy training and ethical policy integration to help teachers maintain pedagogical balance while responsibly guiding students' use of AI in grammar instruction and assessment. From this, better strategies and guidelines can be developed to support meaningful and responsible use of AI tools in tertiary language education.

 

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education, Artificial Intelligence, grammar instruction, grammar assessment, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v13i2.6492

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