Lived Experiences of English Teachers Amid the Rise of

Generative Artificial Intelligence (AI)

Vanessa B. Sacurom, LPT

[email protected]
In Partial Fulfillment of the Requirements for the Master of Arts in Education Major in English Language Teaching
Holy Cross of Davao College

1. Introduction

The integration of Artificial Intelligence (AI) systems and chatbots into the academic field has gained significant
attention in recent years. Large language models (LLMs) have the potential to be utilized for misdeeds like plagiarism or
other unethical methods. For instance, students may employ Generative AI to create essays, academic papers, or
computer program codes for assignments without having to do any of the work themselves. This might result in a
decline in academic integrity and could perhaps decrease the value of the students' work. The lack of accuracy and
reliability of Generative Artificial Intelligence systems are a serious challenge for their use in education. It is important
to be aware of these limitations and to use GenAI systems with caution. The researcher hopes to share some first-hand
insights into the potential benefits and drawbacks that these technologies may have for the "education table" and attempt
to characterize the lived experiences of Senior Highschool teachers in order to get deeper insights into how they
perceive such experiences.

Generative AI such as ChatGPT poses some challenges for secondary and higher education as well as educators
and researchers (Cotton, 2023). One of the main issues with using Generative AI systems such as ChatGPT in education
is the lack of accuracy and reliability of the information they produce. However, other issues relate to the actual misuse
by students (Rosario, et al. 3023). Many authors have discussed the opportunities and threats of AI like ChatGPT in
education. The majority assess the possibilities and how they could impact their daily activities and ways of life in
addition to their concerns about the ethical implications and the potential for AI-generated biases and false information
(e.g., [25, 31, 34]). Nonetheless, Large-scale language models (LLM) such as Chat Generative Pre-trained Transformer
(ChatGPT) powered by GenAI technologies have the potential to transform education by providing new ways for
improving instruction, student engagement, and learning (Hu, 2023). Students should not be banned from using time-
saving AI writing tools; rather, educators should teach students how to use the tools ethically and productively, UCLA
professor John Villasenor writes in “How ChatGPT Can Improve Education, Not Threaten It.”

AI algorithms have been significantly more ingrained in our daily lives, enhancing user experience in even the
most basic tasks, including browsing the web for specific information, interacting on social media, getting directions on
a navigation app, or enjoying our favorite music (Mello et al, 2023). Furthermore, Artificial intelligence (AI) has
completely changed how people access information, solve issues, and communicate with others. It has also broken down
barriers to enable smooth and dynamic exchange of data and problem-solving, Mello et al added. These advanced
systems, maximize our experiences while operating in the background in silence, transforming the way we encounter the
world around us. These technologies use sophisticated natural language processing (NLP) that may produce writing that
is human-like based on input data, allowing them to engage in meaningful conversations and furnish contextually
relevant information (Goodfellow et al., 2014). Massive text and code datasets in the large language models (LLM)
algorithms are used to train Generative AI systems, but it's still possible that these data are unreliable and erroneous.

With many students having fallen behind during pandemic disruptions of education, many educators believe that
engaging technology is vital to getting them back on track. If tools such as ChatGPT will be essential for success in the
future, it is a disservice to students not to prepare them to use it well and wisely (LaPierre, 2023). These developments
in the educational sector reached the highest point in November 2022, when OpenAI launched the ChatGPT chatbot
system2, powered by their most recent Generative Pre-trained Transformer (GPT) language model as Tritscher et al
stated in their paper published in The Entrepreneurial School, Innsbruck, Austria. These advancements hope to provide
answers to a wide variety of topics ranging from simple programming problems to lengthy essay questions regarding
current events and politics, thus, ChatGPT quickly gained popularity among students and educators alike. It soon
became the best friend of students and the worst enemy of teachers in the context of academic integrity (Tritscher et al.
2023).
One of the most promising areas of AI in education is personalized learning. AI-powered systems can track student
progress and identify areas where they need additional support. They can then provide students with customized learning
materials and activities that are tailored to their individual needs (Chaipidech et. Al, 2022). This can help all students
reach their full potential, regardless of their background or learning style. This paper aims to share the perceptions of
educators who are teaching grammar to Senior high school students in a private Higher Education institution (HEI) by
focusing on the lived experiences of teachers regarding the use of AI in education. The study intends to explore several
aspects including its possibilities, effective uses, limitations, ethical implications, and future trends.

1.1. Purpose of the Study

The primary goal of this research is to provide an overview of the experiences of teachers teaching grammar to Senior
high school students at a private higher education institution (HEI), and how they manage to overcome these challenges
while gaining insight into the experiences. Many areas of the society can benefit from this study, thus prompting the
researcher to seek useful solutions based on the gathered data.

1.2 Research Objectives

This study aims to characterize the experiences of teachers teaching grammar amid the advancements and drawbacks AI
might pose in the education sector. Specifically, it seeks to:
1.2.1 Describe the lived experiences of teachers in dealing with AI-generated output of students in the language
classroom
1.2.2 Illustrate the coping mechanism employed by the teachers on the challenges amid the rise of the generative
artificial intelligence (AI)
1.2.3 Give insights gained from the experiences of teachers teaching grammar in the rise of AI in education

1.3 Theoretical Framework

This study will be anchored on the Self-efficacy theory developed by Albert Bandura, which holds that people's beliefs
in their own capabilities influence their motivation, behavior, and ultimately, their success (Bandura 1977). Self-efficacy
falls within the broader social cognitive theory framework proposed by Bandura (1986, 1997). Gaining a better
understanding of how teachers interact with AI and how students use AI in education is needed as it takes into account
both the individual and the context. This theory provides insightful information on how teachers and students use AI in
the education sector. Educators that have a high level of self-efficacy when it comes to employing AI are more likely to
be comfortable using new technologies, experiment with them, solve problems, and persist in the face of challenges. On
the other hand, anxiety, resistance, and avoiding AI technologies might result from low self-efficacy.

Self-efficacy theory posits that students' motivation and engagement can increase when they have faith in their
capacity to learn with AI tools. Achieving success with tailored learning or feedback enabled by AI might increase their
self-efficacy in the subject area. On the other hand, unfavorable AI encounters (such as perceived lack of control or
technical issues) might lower self-efficacy and impede learning. The notion that self-efficacy is a significant
motivational construct that influences decisions, effort, perseverance, and achievement is supported by theory and
research (Schunk & DiBenedetto, 2021). This theory holds that human functioning is dependent upon three interrelated
sets of characteristics (Fig. 1): behavioral (e.g., finishing homework, attending school), social/environmental (e.g.,
classroom, teacher praise), and personal (e.g., cognitions, emotions; Bandura, 1986). Every group of elements influences
every other group and is influenced by every group (Bandura 1997).

Another theoretical framework that can support AI in education is Sociocultural theory developed by Russian
psychologist Lev Vygotsky, which has a major influence on second language learning (1978). The systematic adoption
of artificial intelligence in education, as assessed by UNESCO in 2019, has the potential to address some of the most
pressing issues in education today, innovate methods of instruction and learning, and, ultimately, accelerate progress
towards Sustainable Development Goal 4 (Zhou, 2020). AI has been used in education from kindergarten through
twelfth grade, with more applications in higher education in recent years. Examples of these companies using AI in
education include iFLYTECH in China, Carnegie Learning, Fuel Education, and others (Allman, 2022). According to
one study, 34 hours of AI education software are comparable to a semester's worth of language study at a university. The
greater integration of AI with education creates opportunities for reform in the field of education (Zhou, 2020).

Every knowledge always begins at the social level and develops into intrapersonal information that is understood and
applied on an individual basis through interpersonal interactions and appropriation. Wells believes that although
language is the primary instrument for learning, learning is mediated by students' growing use and mastery of mental
tools. James Lantolf started incorporating Vygotsky's theories into the study of second languages in the 1980s. Language
is closely tied to the social, cultural, and psychological facets of human beings since it is the primary instrument used to
mediate all mental processes (Lantolf, 2006). According to sociocultural theories, infants learn their first languages
through the processes of meaning-making in interaction with other members of their shared culture, including parents,
caregivers, peers, and others. (Wells, 1999).

2. Review of Related Literature

Examining the Benefits and Drawbacks of AI in Education. Since ChatGPT was launched in November 2022, there
has been a great deal of focus on the role of artificial intelligence (AI) in education. Scholars and practitioners believe
ChatGPT, as well as other AI tools, has the potential to revolutionize the higher education landscape (Crompton &
Burke, 2023) and the primary discussion has centered around two issues: (a) The issues surrounding academic integrity
and plagiarism and (b) Pedagogical approaches to support learning and instruction, especially with regard to academic
writing [10, 15, 29]. While there seems to be a general consensus that AI is going to be a “game-changer” in society and
will transform how we process information, there is little research done on the impact of ChatGPT (and other AI-
supported tools) in basic education as it is frequently viewed primarily as a threat rather than a potential asset (Crompton
& Burke, 2023). Chirag Shah, a professor of information science at the University of Washington, says the potential
danger with AI technology is when it starts substituting the core knowledge and competencies that students need to
accomplish (Grose, 2023).

Philippine Vice President Sara Duterte spoke in front of government leaders and education stakeholders at the
2023 Global Education and Innovation Summit (GEIS) in Seoul, South Korea stating that the introduction of AI would
cause a “paradigm shift” in education and that it must be utilized to increase students' access to high-quality education.
However, because AI is still largely unknown to the public, its application in education still evokes embarrassment or
fear (Marcelo, 2023). In line with this, the Philippine government’s launch of the National AI Plan and the creation of
N-CAIR demonstrate the country’s intention to adopt AI technologies as strategic directions that expected education to
customize its curriculum. AI plays an important role in education, especially when combined with quality learning
material that will enhance the content and instruction (Lee & Koh, 2020). This technological breakthrough will
significantly improve the global education system if used appropriately. Students will be better prepared for the next
generation, and online classes will be productive and efficient (Simari & Rahwan, 2023).

Threats Posed by Generative AI. Research and education may suffer from a substantial dependence on ChatGPT and
other generative AI technologies. It can limit the students' ability to practice critical thinking and problem-solving skills
stemming from the simplicity of finding solutions, analytical techniques, and scientific text generation (Božić, 2023).
Detecting or deterring cheaters is one thing; teaching students to respect the rules of academic honesty and transparency
is quite another, while ensuring that students actually learn remains a challenge for educators in the era of AI (Lipizzi,
2023). "Students may get away with it for the test, but they are not learning, they may get the job, but the employer will
fire them because they cannot do what they are hired for.” Carlo Lipizzi, an associate professor of engineering at the
Stevens Institute of Technology said. “It’s important for students to use chatbots as a supplemental tool rather than a
replacement for human interaction and independent learning.”, he added.

Without proper guidance, the students may become ineffective in applying sound judgment because of heavy
reliance on generative AI's answers. There may be significant learning shortcuts, especially when developing
transferable skills as they accede without seeking out further advice from teachers or other trustworthy sources (Shiri,
2023). This type of academic dishonesty affects the core values of education, which is to challenge and educate (Cotton
et al. 2023). Learners can complete their assignments faster and more efficiently using ChatGPT appropriately.
However, their levels of independence are likely to decline if they are overdependent on the AI-powered platform to
complete their school work. If students are able to use AI to generate essays, research papers, and other assignments
without having to do any of the work themselves, they may lose the ability to think critically and solve problems on their
own, Cotton added. That is why artificial intelligence in the education sector continues to spark international concerns.

Another generative tool that students most commonly use is the Quillbot, which is a paraphraser that helps
people write better, faster, and smarter. This rewording tool is free and easy to use that is why it is also a risk for misuse
among students without proper guidance. The threat has even been heightened because of the lack of clear academic
policies and low likelihood of detection (Ventayen, 2023). More recently, innovative AI programs such as ChatGPT,
Quillbot, Grammarly, Turnitin, among many others have shown the potential to substantially change the educational
landscape because of their capacity to answer challenging inquiries, produce believable responses and writing that
resembles that of a human, and most of all help with the completion of complex tasks. The text generated by these
artificial intelligence programs, however, is unique, which makes it undetectable by anti-plagiarism software (Cotton et
al. 2023). Nonetheless, we cannot deny that education has changed significantly as a result of technological
breakthroughs particularly in the field of artificial intelligence.
AI as an auxiliary tool for teaching and learning. AI tools such as Chatsonic, Botsonic, OpenAI playground, Claude,
LaMDA (Language Model for Dialog Applications), and Jasper Chat are capable of having human-like conversations
with students in order to answer questions in a comprehensible way suitable for their level, provide follow-up questions,
and simplify the discussions to make them easier to understand. These programs can generate learning content with a
clear focus on student questions or queries along with answers. Moreover, programs like ChatGPT and Google Bard can
also be used to support teachers to generate quizzes or other assessment materials such as open-ended questions,
multiple-choice questions, and scenarios for assessment of student performance (Farrokhnia et al., 2023; Lo, 2023). AI-
powered tools can monitor student engagement and understanding during lessons and provide feedback to teachers and
students immediately (Jeon, 2021). It can also help students to identify their own strengths and weaknesses and to set
goals for improvement. This feedback can help teachers identify students who are struggling and provide them with the
support they need to succeed (van den Berg and du Plessis, 2023).

AI and ChatGPT are here to stay, and this entire transformation have forced administration and educators to
reconsider their methods of teaching (Naidu, 2023). Dr. Vaughn A. Calhoun, assistant vice president and dean of the
Center for Academic Success at Seton Hall University in New Jersey said that students and faculty members who know
how to properly use AI will be able “to navigate a world where information is everywhere, and in a world where data is
king, AI is a superpower." So, we must continue to come up with new strategies to augment students' critical thinking
and decision-making abilities, taking advantage of AI technologies without letting our own intellectual capacities taking
a backseat, he added (Herder, 2023). In order for students to successfully transition into the workforce, experts say
educators must rethink how they conduct assessments and assist their students in becoming proficient using AI tools like
ChatGPT and other LLMs (Herder, 2023). The world is completely prepared for them in a technologically dense
workforce so it is our responsibility to adapt and prepare them for it.

The sooner faculty members become better acquainted with AI, its limitations, and its advantages, the sooner
they, too, can benefit from it, according to Calhoun. Teachers need to practice asking students, "How did you get to this
answer, what were the steps taken?" to be able to see if they exhibit the abilities they need to thrive in the real world
beyond education (Herder, 2023). Chatbots are the most recent among the long series of disruptive technologies that
schools have come to terms with. The calculator is one of the early examples. "In the past, we manually computed
logarithms and square roots", notes Lipizzi. In the advent of mobile devices, institutions expressed their objection on the
use of cellphones during class hours, but it is now being integrated in teaching instruction (Lipizzi, 2023).

AI in the Context of Philippine Education.

According to a report from the World Economic Forum (WEF) in 2020, the Philippines ranked 56th out of 100
nations in terms of its digital preparedness (Estrellado and Miranda, 2023). The report stated in Estrellado and Miranda’s
research showed that even though the Philippines has a large pool of young people who are digital native, there is a still
need to increase digital literacy so that the country may fully reap the benefits of a globally competitive digital economy.
Knowing this, it is necessary to modify the curriculum to take into account the growing technology. The rise of AI as a
substitute for instruction and even research implies that current methods may already be outdated (Taeihagh, A., 2021).
With this in mind, it is necessary to update the curriculum to keep up with the ever-changing technologies.

Some universities in the Philippines have already started implementing smart campus strategies, including the
Mariano Marcos State University, which has improved its information technology infrastructure owing to a grant from
the Commission on Higher Education (Estrellado and Miranda, 2023). Another cutting-edge campus is the University of
Northern Philippines, which has begun implementing smart classroom approaches to improve the quality and
accessibility of learning resources for its students (PNA, 2021; PIA, 2021). A few advantages of AI-infused smart
campus technology include increased campus safety, enhanced user experiences, and individualized learning and living
environments for students. However, clear guidelines must be placed upon the ethical use of AI in higher education
institutions. Last January 18, 2023, several students from the University of the Philippines Diliman were subject for
investigation after allegedly using an AI in submitting academic requirements (GMA Integrated News, 2023).

Cases like these make AI in education a “double-edged sword” as it generates and postulates both benefit and
threat to the current educational system, much a weapon that may be misused in the wrong hands (Hagendorff, T.,
2020). Ethical issues related to the use of AI tools like ChatGPT, need to be addressed such as fairness, transparency,
and accountability to ensure that AI-driven education aligns with the values of the education system. It is undeniable that
it can be beneficial in the context of Philippine educational system, but a number of drawbacks in terms of internet
sustainability and infrastructure still needed to be addressed. High-speed internet, sufficient computer resources, and a
solid technological support are necessary for integrating AI in education (Helbing, D. 2019). However, students from
underprivileged backgrounds may lack the resources to take advantage of AI-driven learning opportunities as a result of
unequal access to technology and digital literacy. Ultimately, training and development of faculty is also necessary to
make sure that teachers are prepared to integrate AI into their instructional methods (Fahimirad & Kotamjani 2018).
 According to 94 percent of teachers, their students correlate "research" with using Google as stated by
Estrellado and Miranda in their article entitled Artificial Intelligence in the Philippine Educational Context:
Circumspection and Future Inquiries, published in the International Journal of Scientific and Research Publications of
2023. 71 students interviewed at Pangasinan State University's Lingayen Campus revealed that they were familiar with
ChatGPT, some even demonstrated their ability to access the website on mobile devices. The majority of them were
aware that the contents are not picked up by any plagiarism detection software (Ventayen, 2023). In China, students
using ChatGPT to write coursework and assignments could be penalized by grade reduction, course failure and school
suspension or dismal once caught (Hew 2023; South China Morning Post 2023e). Being overly dependent on ChatGPT
to complete assessments, hinders students from building their creativity and long-term cognitive development, harming
their overall academic, social and career performance (Rudolph et al. 2023). Students may be subsequently reluctant to
seek help from their teachers, peers or parents, as they believe that AI is able to come up with a solution instantly.

Some students in the Philippine setting regard AI software like ChatGPT as a practical resource and a
technological innovation as they are unable to definitively state if AI is a friend or foe in the academic world. Results
generated by AI should not be used in any student submissions because it is considered cheating (Ventayen, 2023).
Instead, we should encourage a strong work ethic and promote active commitment to excellence by teaching students the
proper way of using these tools. Students who plagiarize may succeed in the short term but lose the chance to improve
their problem-solving, time-management, and critical thinking abilities. Their capacity to collaborate and communicate
successfully with others is limited by the lack of opportunities to work effectively in groups, which is a necessary
quality in any professional discipline. (Arif et al. 2023). This may result to them forfeiting the potential to acquire the
core competencies essential for success in school and in life (Rudolph et al. 2023).

3. Research Design and Methodology

3.1. Research Design

This study employs a qualitative phenomenological research approach in the form of in-depth interviews and
focus group discussions. Phenomenological research is a qualitative method that looks at lived experiences to learn more
about how people interpret those experiences and to try and grasp the universal essence of a phenomena (Bliss, 2016).
In-depth interviews and focus groups are two of the qualitative research methods used in this study to collect
information on participant perspectives and experiences. The design also attempts to understand the participants'
thoughts, feelings, and perceptions in order to clarify the essence of the phenomenon being studied (De Jesus 2023). A
qualitative phenomenological research design is the most suitable approach for this study, as it intends to understand and
interpret the teacher’s experiences and perceptions regarding the use of AI in education, and attempt to uncover its
underlying implications in terms of increasing teacher productivity.

3.2. Respondents of the Study

Purposive sampling was used in the study to choose a sample of teachers who are teaching English subjects in
Senior HIghschool. Three (3) teachers will undergo in-depth interviews (IDI) and three (3) teachers will be interviewed
via focus group discussion (FGD). Purposeful sampling is a widely known qualitative research method, which is
carefully choosing a sample based on the researchers' experience that best meets the goals of the study. The objective of
this approach is to gather extensive information regarding a certain population or phenomenon of interest
(Siripipatthanakul et al., 2022). The individuals, who will act as respondents, are chosen according to criteria derived
from the research objective. The respondents needed to meet two requirements in order to be allowed to participate in
the study: they needed to be licensed teachers with recent knowledge of and experience using AI. Their responses will
provide thematic data to characterize their experiences in dealing with the realities of AI and its impact in teaching
English grammar to their students.

3.3. Research Instruments

The study specifically uses open-ended questionnaire for interviews, in which a list of questions to be covered is
developed prior to the start of the session. Researchers have the chance to address important concerns and queries that
comes up during the interviewing process in an open-ended interview. Additionally, it enables the researcher to interpret
nonverbal cues and reactions, which is critical for the interpretation of data (Ferreira et al., 1988). The researcher will
use a voice recorder from a mobile phone to record the conversation. Interviewer-made question outlines the themes to
be covered during the interview. Questions will be open-ended to encourage the respondents to give long elaborate
answers. The researcher will record these notes via mobile device while taking notes by hand, and some responses will
later be typed and stored as text files.

3.4. Ethical Considerations

 This section outlines the ethical considerations that informed this research project and ensured adherence to the
nine elements of the institutional Health Committee for the Conduct of Research (HCDC-REC) as well as the mandate
of the Department of Science and Technology - Philippine Health Research Ethics Board (DOST-PHREB): social value,
informed consent, risk, benefits, and safety, privacy and confidentiality of information, social justice, transparency,
qualification of researcher, adequacy of facilities, and community involvement. Created under DOST, the Philippine
Health Research Ethics Board (PHREB) is the official policy-making organization for health research ethics in the
country. Its mission is to preserve and promote the dignity of health research participants by enforcing adherence to
universal ethical principles. Recommendations for the moral conduct of research involving human subjects are also
developed and updated by the PHREB. The board also creates standards for research ethics reviews and
recommendations for the formation and administration of ethics review committees. In compliance with established
protocols, the board oversees and assesses the work of institutional ethics review committees; offers recommendations
and suggestions; initiates and participates in conversations about moral dilemmas pertaining to human health research;
and maintains connections with pertinent regional, national, and worldwide organizations.

3.4.1 Introduction. This study, entitled Lived Experiences of English Teachers Amid the Rise of Generative
Artificial Intelligence (AI), aims to share the perceptions of educators who are teaching grammar to Senior
high school students in a private Higher Education institution (HEI) by focusing on the lived experiences
of teachers regarding the use of AI in education. The rights and welfare of the participants in this study
must be treated with the highest regard.

3.4.2 Social Value. The study consists an analysis of the difficulties the teachers have faced and the ways in
which they conquered them. This study has broad societal implications, which motivates the researcher to
look for practical solutions based on the information acquired. The findings of the research offer
recommendations on how to integrate AI in education in a way that upholds human values for future
researchers, school administrators, educators, and students.

3.4.3 Informed consent. The study participants will be provided an informed consent form. Prior to directing
respondents to the interview in person, the researcher shall make sure that the informed consent has been
signed. The individuals, who will act as respondents, are chosen according to criteria derived from the
research objective using purposive sampling method, all of them informed beforehand that participation in
the study is completely voluntary. Obtaining informed permission ensures that participants in this
qualitative research are not pressured nor misled into taking part. The respondents base their choice on
information regarding the study's objectives, any advantages and disadvantages, and their legal rights. The
proponent of this study ensures there is no unjust influence or manipulation, and prioritizing the safety of
the participants, informing them they are free to withdraw and refrain from answering if they start to feel
unsafe or uncomfortable. The protection of participants' autonomy through informed consent cultivates
ethical research procedures and trust. It guarantees that participants are more than just test subjects—
rather, they are engaged partners in the study process.

3.4.4 Risks, Benefits and Safety. One of the researcher's main duties is to protect the respondents and the data
being collected. The researcher will ensure that the following ethical issues are taken into account, and the
HCDC-REC will closely monitor this study's methodology. The objectives of this study will be laid out to
the participants so they may gauge their responses in helping shed light on their perspectives on how AI
can assist to help them develop additional educational resources. The person conducting the research is
aware of the numerous risks that participants may encounter, including invasions of privacy and
anonymity, emotional distress during the interview, and social disadvantage. In order to reduce the
possibility of exposure, the researcher will implement particular security measures. These necessitate
further ethical considerations including, but are not limited to: 1) participant protection, as certain methods
of gathering data, such as in-depth interviews, may include discussing private and delicate topics; and 2)
the potential for the results of the study to be linked to the participants. Furthermore, the researcher is
responsible for ensuring that all study-related procedures comply with regulations that protect the
participants' rights and welfare.

3.4.5 Benefits. In particular, the following industries could gain from the study: the Department of Education,
school administrators, educators, students, and English language teachers. Furthermore, this study can
help researchers collaborate more effectively, synchronize their efforts more effectively, and provide
higher-quality research results.
The Department of Education may use studies about artificial intelligence as a supplementary tool in making
data-driven decisions in schools. This will assist institutions in making more informed decisions regarding
resource allocation, curriculum development, and student support programs. On the part of school
 administration, studies related to AI may also assist school administrators in order to support policy-
making given that conventional AI applications primarily offer predictions based on the gathered data and
the chosen reasoning model.

Learning about other teachers’ experiences regarding the use of AI in their classrooms may prompt other
educators to weigh in the strengths and weaknesses of integrating AI into their teaching methods. This
study may prompt educators to reconsider employing these tools, especially that these can also be used to
automate repetitive tasks, such as grading, therefore freeing up time for teachers to focus on other tasks.
Students can benefit from this study when administrators and educators can be quipped in using AI to its
potential. It can effectively guide students' learning through games, discussions, among other methods and
at the same time, giving students immediate feedback and support for their learning. This is the same as
having a teacher along with each student all throughout the day, not only acquire learning in the confines
of an educational setting.

Gaining insights from this research will potentially prompt educators teaching grammar to analyze the use of AI
tools as a virtual tutor to provide instant and personalized support to learners. Additionally, English
language teachers may expand their teaching methods as they read from the experiences of other teachers
who use AI models to detect plagiarism, grammar checkers such as Grammarly and Plagscan, among
others. Insights from this topic could provide valuable pieces of information that could possibly add to the
existing knowledge in this area of interest. This paper contributes to the ongoing discussions of the
benefits of AI in education, and at the same time, raises concerns for the adverse impacts surrounding its
ethical use and propose policies, which are actionable to ensure academic integrity in the education
system.

Privacy and Confidentiality of Information. Ensuring the confidentiality of all data collected during the study
process is a crucial task and commitment for researchers. In line with this, the researcher shall make sure
the respondents’ identities are kept private and their data safeguarded as mandated by the Data Privacy
Act of 2012 (DPA) in the Philippines. The researcher must also implement appropriate security measures
to protect data from unauthorized access, disclosure, alteration, or destruction. By upholding these
principles, the researcher can build trust with participants and ensure the responsible conduct of the study.

A voice recorder from a mobile phone will record the in-depth interviews and focus group discussions. The
researcher will record these notes via mobile device while taking notes by hand, and some responses will
later be typed and stored as text files. Once responses are documented within a certain period as agreed
upon, the participants will be assured that the recorded conversations and soft copies of drafts be deleted,
or sent to them should they prefer to.

3.4.6 Justice. The respondents are selected fairly and in line with the goals of the study. Consequently, the
sampling technique that will be used is the purposive sampling approach, which is specifically designed to
select qualified respondents to take part in the study on the basis of their credentials. The sampling
method's criteria focuses on teachers with a certain level of pedagogical competence using AI and
teaching experiences amid these technologies. Three (3) teachers will undergo in-depth interviews (IDI)
and three (3) teachers will be interviewed via focus group discussion (FGD). An interviewer made
questionnaire outlines the themes to be covered during the interview. Questions will be open-ended to
encourage the respondents to give long elaborate answers. The interviews will be conducted in an
airconditioned discussion room within the faculty office during the teachers’ free time since the
respondents are teaching in the same institution and department, with a small token of appreciation in the
form of refreshments to justify any disruption from work the study may have caused.

3.4.7 Transparency. The researcher shall adopt transparency standards to enhance the quality and credibility of
her work. This obliges the researcher to publicize the supporting data for her findings while informing the
participants that these shall be published and copies be given to the Graduate School Dean and to CHED.
The researcher makes sure that the participants receive truthful, impartial, and accurate data in an
authentic way. In the event that a conflict of interest arises during the course of the study, it is the
proponent's responsibility to address it and work with the adviser to find a swift resolution that involves
talking with the parties involved. The graduate school dean's office will be given a printed copy, which
will also be provided to participants upon request. Disseminating the result of the research findings to a
broader audience maximizes the impact of the study and contribute valuable knowledge to the field and
society.

3.4.8 Qualification of the Researcher. The researcher is a Licensed Professional Teacher and is currently enrolled
 in Master of Arts in Education - English Language Teaching program. The researcher is culturally
sensitive and a good communicator; attentively listening beyond the perspectives of what the respondents
are saying to figure out where they are coming from and what they are really getting at. With the
assistance and guidance of the adviser, the researcher shall adhere to the purposes and goals of this study.

3.4.9 Adequacy of Facilities. The researcher will see to it that respondents find it convenient to complete the
interviews and ensure that the respondents feel comfortable and secure. The researcher will arrange for an
enclosed, airconditioned discussion room within the same floor as the faculty office to be used for the in-
depth interviews while focus group discussions will be conducted virtually via zoom platform.

3.4.10 Community Involvement. Research and community go hand in hand. Davao City is referred to as the
community in this study. The local citizens and inhabitants of the city are the respondents involved, and
the researcher will see to it that the customs, beliefs, and culture of the community are honored. The
researcher will also ensure that the study is conducted consistently in a cooperative manner with the
community and with good coordination.

3.5. Data Gathering Procedure

The researcher will first ask the Dean of Holy Cross of Davao College's graduate school for permission to
perform data collection and obtain REC Certification. The second step is to prepare a letter requesting the Vice President
for Academics in the HEI for authorization to conduct face-to-face in-depth interviews and online focus group
discussions (FGD) with the teachers who will act as respondents. Lastly, the researcher shall secure approval from the
School Principal for the interviews to be conducted within the campus during break time.
The study will collect and analyze the teachers experiences in four ways, and will be reported in the following
sections:
3.5.1 Role of AI in supporting teaching practices and enhancing efficiency in the classroom
3.5.2 Ethical considerations regarding the use of AI in education including potential implications for cheating and
the possibility of students misusing AI
3.5.3 Specific tasks and responsibilities that AI can assist in teacher’s daily work and how do they affect
workload
3.5.4 how they effectively incorporate AI into their teaching methods.

3.6. Data Analysis

This study utilized Thematic analysis, one of the qualitative data analysis techniques that is usually applied to
analyze a set of text, such as a set of transcripts or interviews. The researcher will thoroughly examine the data to
identify common themes, topics, concepts and meaning patterns as recommended by Namraksa & Kraiwanit’s (2023).
Then, the main issues that repeatedly come up during interviews will be iteratively discussed to evaluate the results
presented in each of the objectives. After sufficiently gathering data that illustrate the respondents' coping mechanism,
the responses will be analyzed to understand themes that target the positive and negative impact of AI in each of the
research objective.

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