Agnia Ilma, Zuliati Rohmah
The role of Artificial Intelligence (AI) in education, particularly in EFL teaching, is gaining prominence. However, despite AI’s growing presence in education, research on Indonesian secondary school EFL teachers’ AI competence in developing learning materials remains limited. This study investigates the AI proficiency of secondary school EFL teachers and the challenges they face in material development. Data from 78 EFL teachers in Malang, Indonesia, were collected through a questionnaire based on the Knowledge-Attitude-Practice (KAP) model and the Teacher Artificial Intelligence Competence Self-Efficacy (TAICS) framework and a focused group discussion with 40 teachers. Findings reveal that while many teachers have basic familiarity with AI, they lack advanced skills in AI-driven materials development and critical evaluation of AI-generated content. Teachers generally express positive attitudes toward AI, recognizing its potential to enhance productivity and personalize learning. However, challenges such as lack of AI training, over-reliance on AI, inadequate infrastructure, technical issues, data privacy concerns, and financial constraints hinder its effective use. The findings highlight the urgency of structured AI training programs, improved infrastructure, and ethical guidelines to ensure responsible and effective AI integration in EFL materials development and classroom practices. This study provides valuable insights to guide educators and policymakers in fostering effective and responsible AI use in EFL education. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Languages and Literature, Faculty of Cultural Studies, Universitas Brawijaya, Malang, Indonesia; Department of Languages Education, Faculty of Cultural Studies, Universitas Brawijaya, Malang, Indonesia
