"It's cool but...": Future Teachers' Perception of Generative AI in an Under-represented EFL Blended Learning Context.

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Bibliographic Details
Title:	"It's cool but...": Future Teachers' Perception of Generative AI in an Under-represented EFL Blended Learning Context.
Authors:	Santosa, Made Hery¹ mhsantosa@undiksha.ac.id, Ratminingsih, Ni Made¹ made.ratminingsih@undiksha.ac.id
Source:	TESL-EJ. Feb2026, Vol. 29 Issue 4, p1-20. 20p.
Subject Terms:	Generative artificial intelligence, Foreign language education, Teacher attitudes, Educators, Educational technology, Intelligent tutoring systems, *Blended learning
Geographic Terms:	Indonesia, Bali Island (Indonesia)
Abstract:	This study investigates the perceptions of future English as a Foreign Language (EFL) teachers in Bali, Indonesia regarding artificial intelligence (AI), particularly generative AI tools like ChatGPT and Gemini. Recognizing the potential of AI to enhance instructional practices, the research employs an embedded mixed-method design with 150 participants, utilizing surveys and semi-structured interviews. The instruments demonstrated content validity and reliability, with quantitative data analyzed for frequency distributions and qualitative data subjected to interactive model analysis. Findings reveal a predominantly positive perception of generative AI among EFL students in a blended learning context, who recognize its utility while expressing concerns about implementation. As prospective educators, participants are beginning to contemplate pedagogical strategies for integrating AI into their future classrooms. The study highlights the urgency of establishing AI policies grounded in critical digital pedagogy principles to optimize educational experiences. This research contributes to the discourse on AI in education, emphasizing the need for context-specific approaches to leverage AI's potential while addressing pedagogical, ethical, and technical challenges. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study investigates the perceptions of future English as a Foreign Language (EFL) teachers in Bali, Indonesia regarding artificial intelligence (AI), particularly generative AI tools like ChatGPT and Gemini. Recognizing the potential of AI to enhance instructional practices, the research employs an embedded mixed-method design with 150 participants, utilizing surveys and semi-structured interviews. The instruments demonstrated content validity and reliability, with quantitative data analyzed for frequency distributions and qualitative data subjected to interactive model analysis. Findings reveal a predominantly positive perception of generative AI among EFL students in a blended learning context, who recognize its utility while expressing concerns about implementation. As prospective educators, participants are beginning to contemplate pedagogical strategies for integrating AI into their future classrooms. The study highlights the urgency of establishing AI policies grounded in critical digital pedagogy principles to optimize educational experiences. This research contributes to the discourse on AI in education, emphasizing the need for context-specific approaches to leverage AI's potential while addressing pedagogical, ethical, and technical challenges. [ABSTRACT FROM AUTHOR]
ISSN:	10724303
DOI:	10.55593/ej.29116a2