Utilization, Challenges, And Opportunities Of AI-Driven English Language Development Software of Language Teachers

Abstract

This study examines how English language teachers in private higher education institutions in Naga City, Philippines, utilize AI-driven English language development software, identifying attendant challenges and opportunities. Design/methodology/approach: A qualitative design, employing online focus group discussions with ten full-time English instructors from five institutions, was employed. Semi-structured prompts explored utilization (assessment, content, teaching strategies) and perceived impacts on teaching efficacy, effectiveness, methodology, and techniques. Transcripts were coded and analyzed using reflexive thematic analysis. Findings: Four themes emerged. (1) AI-driven assessment and feedback act as catalysts for learner autonomy by providing immediate, formative insights and progress analytics. (2) Personalized and multimodal content delivery supports inclusivity and engagement through adaptive tasks and rich media. (3) Limited institutional support, training, infrastructure, and policy undermine teaching efficacy and constrain sustained use. (4) Innovation and flexibility represent opportunities, with AI prompting reflective practice, blended learning, and gamified, student-centered pedagogy. Practical implications: The results suggest that effective AI integration requires coordinated investments in faculty development, infrastructure, and curriculum alignment with ethical and learner-centered principles. Originality/value: The study offers localized evidence from the Bicol region and integrates TAM, AIDT, and CALL perspectives to explain technology acceptance and pedagogical adaptation in AI-mediated English instruction. Findings inform policy and educator training.