EXAMINING PEDAGOGICAL STRATEGIES AND TEACHER AGENCY: A QUANTITATIVE INQUIRY INTO AI INTEGRATION IN INDONESIAN EFL LANGUAGE TEACHING

Abstract

This research investigates the integration of Artificial Intelligence (AI) technologies in Indonesian English as a Foreign Language (EFL) teaching, focusing on pedagogical strategies and teacher agency. Employing a quantitative methodology with 100 diverse Indonesian EFL teachers, the study explores innovative approaches and correlations between teacher agency and AI-assisted language teaching. The findings reveal a mid-career demographic's active engagement, emphasizing the need for tailored professional development. Speech recognition and machine translation technologies are prevalent, highlighting a strategic focus on oral proficiency. The adoption of AI-powered chatbots and virtual assistants reflects a commitment to interactive learning experiences. Communicative Language Teaching and diverse methodologies, such as project-based learning, showcase educators' enthusiasm for AI integration. The correlation analysis indicates a statistically significant relationship between teacher deliberative agency and increased adoption of AI-assisted strategies. Inquisitive agency also correlates positively, emphasizing the profound impact of teacher agency on technology integration. This research provides nuanced insights for educators, policymakers, and researchers, suggesting targeted professional development initiatives and further exploration of challenges in task-based language teaching and limited adoption of augmented reality and virtual reality technologies. The study contributes to advancing effective AI-assisted language teaching practices in the dynamic landscape of Indonesian EFL education.