Keywords
English language teaching and learning
Viennese Middle School
Lower Secondary School
How to Cite
Abstract
Current research has highlighted both the potential and challenges of integrating artificial intelligence (AI) in English language teaching and learning (ELT/L). Studies have focused on AI technologies in education, encompassing personalised, independent learning for students and effective instructional and administrative support for teachers. However, classroom settings, particularly at lower secondary level, are currently under-researched as tertiary education has been the principal focus. Consequently, this study investigates how and why AI is being used and integrated in ELT/L in urban middle schools in Vienna. It explores teachers’ perceptions, experiences, and motivations surrounding AI tools and their integration. Using a qualitative, phenomenological design, data were collected through semi-structured interviews with nine English language teachers and two headteachers from five participating middle schools. A thematic analysis revealed the themes of evolving teaching practices with AI tools, student use and impact, AI for personalised and autonomous learning, and teacher readiness and willingness to use AI. The findings of this study suggest that while AI is beginning to transform certain aspects of ELT/L in Viennese middle schools, there are barriers to successful adoption. These include teacher willingness, readiness, and training also students’ digital skills and the potential misuse of AI. These insights contribute to a rapidly growing body of research on AI in language education and offer practical implications for teacher education and future research in AI-supported ELT/L.
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