AI-ASSISTED ENGLISH LANGUAGE TEACHING IN THE PHILIPPINE CLASSROOM: A QUALITATIVE EXPLORATION OF CONTRIBUTIONS, CHALLENGES, AND PEDAGOGICAL IMPLICATIONS

Abstract

This qualitative study examines how artificial intelligence (AI) tools shape English language instruction in Philippine higher education classrooms. Drawing on semi-structured interviews with twelve English language teachers from public and private institutions in Central Luzon, Philippines, and document analysis of AI-assisted classroom outputs, the study investigates teacher perceptions, observed instructional outcomes, and the pedagogical and ethical implications of integrating AI tools—particularly ChatGPT, Grammarly, and QuillBot—into English language teaching (ELT). Three principal themes emerged from the data: (1) AI as a facilitator of student engagement and language skill development, particularly in writing, grammar, and vocabulary; (2) recurring challenges including infrastructure constraints, academic integrity concerns, and uneven digital literacy; and (3) the need for localized, culturally responsive AI integration frameworks suited to the Philippine linguistic context. Guided by socioconstructivist theory and the Technology Acceptance Model (TAM), the findings indicate that while AI tools carry genuine pedagogical value for Filipino learners of English, their responsible use depends on deliberate instructional scaffolding, coherent institutional policy, and sustained teacher professional development. Implications for curriculum design and future research are discussed. Keywords: artificial intelligence, English language teaching, Philippine education, ChatGPT, qualitative research, EFL/ESL, technology integration

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