Exploring Readiness and Attitudes of English Teachers towards AI Integration in Language Teaching: A Study at Islamabad College for Girls F-6/2

Abstract

This mixed method research explores how English teachers at Islamabad College for Girls (ICG) use Artificial Intelligence (AI) in their classrooms. The study was guided by the Technology Acceptance Model (TAM) and Technology Pedagogy and Content Knowledge (TPACK). A Purposive sample size of 15 English teachers was selected for the study. Data was collected using a Likert-scale questionnaire. Furthermore semi structured interviews were conducted with six teachers. Descriptive statistics and Charmaz's thematic coding guided the researcher for data analysis. Findings are suggestive of the fact that teachers are moderately to highly ready to use AI; 80% reported using AI in classroom teaching. The most commonly used apps were ChatGPT (80%), Grammarly (80%), and Gemini/Google apps (80%) for lesson preparation, teaching grammar and vocabulary, generating content, and providing feedback. Attitudes were generally positive 80% agreed AI is user-friendly, can make teaching more effective, and benefits student learning. Thematic analysis highlighted four main challenges: cheating, over-dependence, incorrect information, and lack of institutional support. The report concludes AI readiness at ICG is promising, but limited by insufficient training, support, and guidance.