The Electronic Journal for English as a Second Language - “It’s cool but…”: Future Teachers’Perception of Generative AI in an Under-represented EFL Blended Learning Context - February 2026 - Volume 29, Number 4

Oct 15, 2026

Uploaded by Margaret

The study investigates future English as a Foreign Language (EFL) teachers’ perceptions in Bali, Indonesia regarding artificial intelligence, focusing on generative AI tools such as ChatGPT and Gemini. An embedded mixed-method design with 150 participants uses surveys and semi-structured interviews, supported by content validity and reliability checks. Quantitative results use frequency distributions, while qualitative findings follow interactive model analysis. Findings show predominantly positive perceptions among EFL students in a blended learning context alongside concerns about implementation. The research emphasizes the urgency of AI policies grounded in critical digital pedagogy principles to optimize learning experiences and address pedagogical, ethical, and technical challenges.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Research focus and tools

Methodology and data analysis

Findings and implications

The Electronic Journal for English as a Second Language “It’s cool but…”: Future Teachers’Perception of Generative AI in an Under-represented EFL Blended Learning Context February 2026 – Volume 29, Number 4 [https://doi.org/10.55593/ej.29116a2](https://doi.org/10.55593/ej.29116a2) Made Hery Santosa Universitas Pendidikan Ganesha, Bali, Indonesia <[mhsantosa@undiksha.ac.id](mhsantosa@undiksha.ac.id)> Ni Made Ratminingsih Universitas Pendidikan Ganesha, Bali, Indonesia <[made.ratminingsih@undiksha.ac.id](made.ratminingsih@undiksha.ac.id)> Abstract This study investigates the perceptions of future English as a Foreign Language (EFL) teachers in Bali, Indonesia regarding artificial intelligence (AI), particularly generative AI tools like ChatGPT and Gemini. Recognizing the potential of AI to enhance instructional practices, the research employs an embedded mixed-method design with 150 participants, utilizing surveysand semi-structured interviews. The instruments demonstrated content validity and reliability, with quantitative data analyzed for frequency distributions and qualitative data subjected to interactive model analysis. Findings reveal a predominantly positive perception of generative AI among EFL students in a blended learning context, who recognize its utility while expressing concerns about implementation. As prospective educators, participants are beginning to contemplate pedagogical strategies for integrating AI into their future classrooms. The study highlights the urgency of establishing AI policies grounded in critical digital pedagogy principles to optimize educational experiences. This research contributes to the discourse on AI in education, emphasizing the need for context-specific approaches to leverage AI’s potential while addressing pedagogical, ethical, and technical challenges. Keywords: blended learning, future teachers’ perception, GenAI, underrepresented EFL context Technology has developed very rapidly recently and this development is no longer gradual, but exponential and disruptive—indicated by faster accelerations and replacements of outdated existing systems and practices. Technology has advanced at an exponential rate in recent years, meaning its growth is accelerating faster than ever before, with each innovation building rapidly on the last. This development is also disruptive, as it significantly alters existing systems and practices—often replacing traditional methods rather than simply improving them. In education, for instance, tools like Generative AI are not just supporting teaching but transforming how learning occurs, challenging conventional roles of teachers, materials, and classroom interactions. This development affects many sectors, including education. According to Raja and Nagasubramani (2018), in the 21st century, technology has a big role in every sector in helping human work become more efficient, faster and easier. The education sector feels the impact of technology on learning. This rapid development requires teachers and students to be able to adapt and develop their abilities to meet the demands of the times. Technological developments have opened the gates for automation technology, which has helped ease work in many roles in life, including education (Susskind, 2020) . This situation influences the increase in automation technology where computer systems can imitate human intelligence through language processing and are able to perform tasks with the information collected. This technology is known as Artificial Intelligence (AI) (Sumakul et al., 2022) . The term AI was actually first introduced by McCarthy et al. (1955) in his project about automated machines capable of solving problems and improving themselves to help humans. Luckin et al. (2016) state that AI has various definitions according to the fields in which AI is implemented, such as education, economics, psychology, and others. In the educational context, AI can be identified as a branch

FAQs

What generative AI tools are examined in the study?

The study examines generative AI tools such as ChatGPT and Gemini in the context of EFL/blended learning.

How is the study conducted and what participants are involved?

It uses an embedded mixed-method design with 150 participants, collecting data through surveys and semi-structured interviews with future EFL teachers.

What do participants think about generative AI in blended learning?

Participants show predominantly positive perceptions and recognize utility, while also expressing concerns about how AI should be implemented in practice.

Oct 15, 2026

Uploaded by Margaret