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Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, No 3. 2026. Pp.180-194
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Academy of Language Studies, UiTM Perak Branch, Tapah Campus, Tapah Road, Perak, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Eduxcellence: Development of Innovative Curriculum & Pedagogy Research Group
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
The incorporation of artificial intelligence in teaching and learning environments, especially in English as a Second Language instruction, is constantly evolving. This has led to studies focusing on students’ perspectives, but there is a lack of research on educators’ experiences with artificial intelligence in classrooms. The paper provides an overview of educators’ perceptions and experiences with AI applications through a systematic review. This review synthesises 34 studies from 435 articles published between 2021 and 2024. The reviewed studies include countries from Asia, the Middle East, Europe and Africa and involve both pre-service and in-service educators across primary, secondary and tertiary levels. Based on the Technological Pedagogical Content Knowledge framework, the Unified Theory of Acceptance and Use of Technology and the Substitution-Augmentation-Modification-Redefinition model, this review identifies themes across pedagogical benefits, ethical concerns and implementation challenges. The findings show that most studies focused on the technical aspects of artificial intelligence rather than educators’ real experience applying it in classrooms. Hence, this paper recognises critical gaps, including the need for longitudinal studies on integration, frameworks for artificial intelligence-driven pedagogy, and professional development initiatives tailored to educators’ diverse levels of competence. This provides valuable guidelines for policymakers, institutions, and future researchers for bridging the gap between artificial intelligence and pedagogy. This review highlights the importance of educator-focused research and the inclusive exploration of artificial intelligence’s role in language instruction
Zaidi, N. N. A., Hashim, H., & Sulaiman, N. A. (2026). Educators’ Perceptions and Experiences of Using Artificial Intelligence in the English Language Classroom: A Systematic Literature Review. Arab World English Journal, Special Issue on Artificial Intelligence, (3):180-194
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Nurul Nadwa Ahmad Zaidi is a PhD candidate at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM), specialising in Teaching English as a Second Language (TESL). She has more than 10 years of teaching experience in English language education. Her research interests encompass phenomenological inquiry, artificial intelligence in education, and technology-enhanced language learning within the ESL context. ORCID: https://orcid.org/0009-0009-8383-6738
Dr Harwati Hashim is a faculty member at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM), and a member of the university’s research group EduXcellence: Development of Innovative Curriculum & Pedagogy. Her research focuses on mobile-assisted language learning, instructional design, and innovative pedagogical approaches in ESL education. With extensive experience in curriculum development, she is dedicated to advancing educational practices through technology integration.
ORCID: https://orcid.org/0000-0002-8817-427X
Dr Nur Ainil Sulaiman is a senior lecturer at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM), with expertise in TESL, vocabulary learning, and sociolinguistics. Her research centres on enhancing online English instruction and second language acquisition. She holds a PhD and has published influential papers in internationally recognised journals.
ORCID: https://orcid.org/0000-0001-6212-7494