Exploring University Teachers' Experiences in Integrating Generative AI and AI Tools in English Language Teaching and Learning in Rupandehi

Abstract

This study explored how Nepalese university educators used Generative Artificial Intelligence (GenAI) and AI tools in English Language Teaching (ELT). The research sought to establish how the tools impacted teaching and learning and how educators modified their pedagogical practices to incorporate these technologies successfully. A qualitative methodology, utilizing narrative inquiry, was employed to gather data from three university-level English educators with more than five years of experience and who were actively using AI tools in their classrooms at the time of the research. Three rounds of semi-structured interviews allowed for an in-depth exploration of the educators' experiences with integrating AI. Data were coded thematically for patterns and insights into the teachers' experience, challenges, and strategies in utilizing AI tools. It was found that AI tools such as Grammarly, ChatGPT, and Google Translate assisted teachers in giving real-time feedback, enhancing grammatical correctness, and enabling students to engage in the classroom. The teachers also had some challenges, such as technical issues, resistance from the students, and no official training in utilizing the AI tools effectively. The research indicated that AI tools had the potential to enhance English learning and teaching substantially, if there was effective integration and support, including necessary infrastructure and teacher training. The research also suggested continuous development in policy and support mechanisms to dismantle hindrances and harness the potentialities of AI adoption in Nepalese classrooms.