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Integrating AI-Powered Digital English Textbook at Grade 12: Pakistani Students and Teachers' Perceptions

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Title: Integrating AI-Powered Digital English Textbook at Grade 12: Pakistani Students and Teachers' Perceptions
Language: English
Authors: Muhammad Mooneeb Ali (ORCID 0000-0002-0356-320X), Shawana Fazal (ORCID 0000-0002-8565-8607), Ubaid ullah Ubaid, Muhammad Amir Sae, Sayyed Rashid Ali Shah
Source: International Journal of Adult Education and Technology. 2025 16(1).
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 12
High Schools
Secondary Education
Descriptors: Artificial Intelligence, Electronic Books, Textbooks, Grade 12, English (Second Language), Second Language Instruction, Foreign Countries, High School Students, High School Teachers, Student Attitudes, Teacher Attitudes
Geographic Terms: Pakistan
DOI: 10.4018/ijaet.376488
ISSN: 2643-7996
2643-8003
Abstract: In response to the global emergence of artificial intelligence (AI), the Government of Punjab, Pakistan, conducted a pilot project in 2024, introducing AI-powered digital textbooks for Grade 12 English learners. The project included 80 teachers and 400 learners from Lahore, Pakistan. The present study explores the perspectives of the learners and teachers who participated in this pilot initiative. A concurrent mixed-methods research design was employed, with a sample of 100 students and 40 teachers selected through simple random sampling. Structured questionnaires were used to collect quantitative data from students, while interviews were conducted with teachers. Quantitative data were analyzed using SPSS 27, and thematic analysis of qualitative data was carried out using Claude.ai. The findings revealed that students viewed AI-powered digital textbooks as a novel, dynamic, engaging, and impactful method for learning English. Similarly, teachers regarded AI-powered digital textbooks as highly beneficial for enhancing students' English language proficiency.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471604
Database: ERIC
FullText Text:
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  Data: Integrating AI-Powered Digital English Textbook at Grade 12: Pakistani Students and Teachers' Perceptions
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Muhammad+Mooneeb+Ali%22">Muhammad Mooneeb Ali</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0356-320X">0000-0002-0356-320X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shawana+Fazal%22">Shawana Fazal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8565-8607">0000-0002-8565-8607</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ubaid+ullah+Ubaid%22">Ubaid ullah Ubaid</searchLink><br /><searchLink fieldCode="AR" term="%22Muhammad+Amir+Sae%22">Muhammad Amir Sae</searchLink><br /><searchLink fieldCode="AR" term="%22Sayyed+Rashid+Ali+Shah%22">Sayyed Rashid Ali Shah</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Adult+Education+and+Technology%22"><i>International Journal of Adult Education and Technology</i></searchLink>. 2025 16(1).
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  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
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  Data: Y
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Books%22">Electronic Books</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.4018/ijaet.376488
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2643-7996<br />2643-8003
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In response to the global emergence of artificial intelligence (AI), the Government of Punjab, Pakistan, conducted a pilot project in 2024, introducing AI-powered digital textbooks for Grade 12 English learners. The project included 80 teachers and 400 learners from Lahore, Pakistan. The present study explores the perspectives of the learners and teachers who participated in this pilot initiative. A concurrent mixed-methods research design was employed, with a sample of 100 students and 40 teachers selected through simple random sampling. Structured questionnaires were used to collect quantitative data from students, while interviews were conducted with teachers. Quantitative data were analyzed using SPSS 27, and thematic analysis of qualitative data was carried out using Claude.ai. The findings revealed that students viewed AI-powered digital textbooks as a novel, dynamic, engaging, and impactful method for learning English. Similarly, teachers regarded AI-powered digital textbooks as highly beneficial for enhancing students' English language proficiency.
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1471604
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1471604
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        Value: 10.4018/ijaet.376488
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Electronic Books
        Type: general
      – SubjectFull: Textbooks
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      – SubjectFull: Grade 12
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: High School Students
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      – SubjectFull: High School Teachers
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Pakistan
        Type: general
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      – TitleFull: Integrating AI-Powered Digital English Textbook at Grade 12: Pakistani Students and Teachers' Perceptions
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