The use of AI tools in the EFL classroom: teachers’ perspectives

As AI gains momentum across all areas of life, more and more educators are implementing it in their classes. Due to its novelty, teachers are cautious about its use in class. Issues such as academic integrity and data privacy are the main factors that deter many teachers from utilizing AI tools. On the other hand, these are time-saving tools that facilitate the creation of lesson materials. The Ministry of Education and Science in North Macedonia is following this trend and preparing primary schools to integrate AI into the national curricula starting in the 2025-2026 academic year. The aim of the study is to investigate teachers’ perspectives on the usage of AI tools in English classes in primary schools in North Macedonia, their preparedness for implementation of AI in the English curricula, and to explore the correlation between teachers’ use of AI tools in the classroom and teaching their students about AI-related ethical issues. A survey research design was adopted, and a questionnaire was used to gain insight into teachers’ opinions. The data were analyzed using descriptive statistics and a Pearson correlation test. Results show that teachers sometimes use AI tools in class or for generating teaching materials, with ChatGPT and Canva being the most preferred tools. They do not use AI for providing written feedback. Those who do not support their use believe that AI tools decrease students’ creativity and promote dependence on technology. Professional training should be organized by the Ministry to prepare teachers for effective and ethical usage of AI-powered tools to prevent data privacy issues and academic dishonesty. / Keywords: AI Tools, EFL Classroom, teachers’ perspectives, primary schools, national curricula, professional development