AI-Integrated English Classroom Practices in Philippine Higher Education
Main Article Content
Keywords
artificial intelligence, digital literacy, English language education, realist evaluation
Abstract
Traditional language instruction presents challenges that Artificial Intelligence (AI) can address, offering adaptive learning experiences that enhance teaching and learning. This descriptive study explored the integration of AI tools into English teaching in Philippine higher education, using both qualitative and quantitative data. Data were gathered from interviews with 11 teachers, seven students, and three administrators, and surveys of 32 teachers and 151 students. Quantitative findings indicate strong agreement on AI’s positive impact M(overall) = 3.28, SD = 0.34. Educators strongly agreed that tools such as ChatGPT and Grammarly streamline lesson planning (Mean = 3.89, SD = 0.25), while Turnitin, Microsoft Copilot, and Canvas LMS enhance assessment efficiency and interactivity. Qualitative results support these findings, emphasizing themes of efficiency, personalized feedback, and interactive learning. The study concludes that effective AI integration promotes adaptive, data-informed, and learner-centered pedagogy, requiring ongoing capacity building, digital literacy, and institutional support to sustain educational innovation.
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McFaul, H., & FitzGerald, E. (2020). A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education. British Journal of Educational Technology, 51(2), 572-589. https://doi.org/10.1111/bjet.12850
Molenaar, I. (2022). Towards hybrid humanai learning technologies. European Journal of Education, 57(4), 632-645. https://doi.org/10.1111/ejed.12527
Schiff, D. (2022). Education for AI, "not" AI for education: The role of education and ethics in national AI policy strategies. International Journal of Artificial Intelligence in Education, 32(3), 527-563. https://doi.org/10.1007/s40593-021-00270-2
Setiawan, A. (2023). An exploratory sequential mixed-methods approach to understanding students entrepreneurial self-efficacy. Journal of Turkish Science Education, 2. https://doi.org/10.36681/tused.2023.018
Short, D. (2021). The limitations of performance-based assessment: Disparities in teacher diversity. SRATE Journal, 30(1). https://eric.ed.gov/?id=EJ1306223
Solodka, A., Filatova, O., Hinkevych, O., & Spanatiy, O. (2021). Cross-cultural language learning: Interpretative engagement. Arab World English Journal, 12(3), 82-96. https://doi.org/10.24093/awej/vol12no3.6
Stevens, J. P., & Stevens, J. P. (2001). Applied multivariate statistics for the social sciences. Psychology Press. https://doi.org/10.4324/9781410604491
Tapalova, O., & Zhiyenbayeva, N. (2022). Artificial intelligence in education: AIEd for personalised learning pathways. Electronic Journal of E-Learning, 20(5), 639-653. https://doi.org/10.34190/ejel.20.5.2597
Verleger, M., & Pembridge, J. (2018). A pilot study integrating an AI-driven chatbot in an introductory programming course [Conference session]. 2018 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/FIE.2018.8659282
Wilson, P., Mathie, E., Keenan, J., McNeilly, E., Goodman, C., Howe, A., Poland, F., Staniszewska, S., Kendall, S., Munday, D., Cowe, M., & Peckham, S. (2015). Research design and methods. In ReseArch with Patient and Public invOlvement: A RealisT evaluation - the RAPPORT study. NIHR Journals Library. https://www.ncbi.nlm.nih.gov/books/NBK316008/
Yang, X. (2019). Accelerated move for AI education in China. ECNU Review of Education, 2(3), 347-352. https://doi.org/10.1177/2096531119878590
Aslan, S. (2022). Using cooperative learning and the flipped classroom model with prospective teachers. International Journal of Progressive Education, 18(3), 121-137. https://doi.org/10.29329/ijpe.2022.439.9
Aydin, S., Duman, E., Bertiz, Y., & Birisçi, S. (2022). Investigation of the effects of computer-aided animations on conceptual understanding. Journal of Educational Technology and Online Learning, 5(4), 1140-1159. http://doi.org/10.31681/jetol.1151460
Aziz, M. N. A., Yusoff, N. M., & Yaakob, M. F. M. (2020). Challenges in using authentic assessment in 21st century ESL classrooms. International Journal of Evaluation and Research in Education, 9(3), 759-768. http://doi.org/10.11591/ijere.v9i3.20546
Babu, C. V. S., & Manoharan, S. (2024). AI and blockchain revolution in communication education: Future of work in the age of industrial robotics. In Applied AI and humanoid robotics for the ultra-smart cyberspace (pp. 63-84). Scopus. https://doi.org/10.4018/979-8-3693-2399-1.ch003
Barcelona, A., & Dela Cruz, S. (2024). Empowering online learners: The role of volitional competence, grit and metacognitive awareness in online learning. Journal of Educators Online, 21(3). https://doi.org/10.9743/JEO.2024.21.3.2
Barcelona, A., Caminong, J., & Dela Cruz, S. R. B. (2023). Reimagining the future of a business education program using appreciative inquiry. International Journal of Evaluation and Research in Education (IJERE), 12(4). https://doi.org/10.11591/ijere.v12i4.25192
Bearman, M., Ryan, J., & Ajjawi, R. (2023). Discourses of artificial intelligence in higher education: A critical literature review. Higher Education: The International Journal of Higher Education Research, 86(2), 369-385. https://doi.org/10.1007/s10734-022-00937-2
Bierbaumer, L. (2021). A comparison of spoken and signed lingua franca communication: The case of English as a lingua franca (ELF) and International Sign (IS). Journal of English as a Lingua Franca, 10(2), 183-208. https://doi.org/10.1515/jelf-2021-2058
Borja, R. E. (2018). Honing the 21st Century characteristics of lecturers in the Faculty of Education. African Educational Research Journal, 6(3), 160-164. https://doi.org/10.30918/AERJ.63.18.054
Chaipongpati, J., Thawesaengskulthai, N., & Koiwanit, J. (2022). Development of a university innovation ecosystem assessment model. Industry and Higher Education, 36(6), 846-860. https://doi.org/10.1177/09504222221084861
Chu, H.-C., Hwang, G.-H., Tu, Y.-F., & Yang, K.-H. (2022). Roles and research trends of artificial intelligence in higher education. Australasian Journal of Educational Technology, 38(3), 22-42. https://doi.org/10.14742/ajet.7526
Dossou, J.-P., Van Belle, S., & Marchal, B. (2021). Applying the realist evaluation approach to the complex process of policy implementation. Frontiers in Public Health, 9. https://www.frontiersin.org/articles/10.3389/fpubh.2021.553980
Etzkowitz, H., Webster, A., & Healey, P. (1998). Capitalizing knowledge: New intersections of industry and academia. (SUNY Series, Frontiers in Education). State University of New York Press.
Ghafar, A. (2020). Convergence between 21st century skills and entrepreneurship education. International Journal of Higher Education, 9(1), 218-229.
Goh, C., & Tuga, B. (2023). Education in the time of COVID-19 and beyond: Lessons from six ASEAN teacher education institutions. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.vi.1790
Graham, A. C., & McAleer, S. (2018). An overview of realist evaluation for simulation-based education. Advances in Simulation, 3(1), 13. https://doi.org/10.1186/s41077-018-0073-6
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
Kang, H. (2023). Artificial intelligence and its influence in adult learning in China. Higher Education, Skills and Work-Based Learning, 13(3), 450-464. https://doi.org/10.1108/HESWBL-01-2023-0017
Kim, J., Ham, Y., & Lee, S.-S. (2024). Differences in student-AI interaction process on a drawing task. Australasian Journal of Educational Technology, 40(1), 1-23. Scopus. https://doi.org/10.14742/ajet.8859
Liang, W., & Wu, Y. (2024). Exploring the use of ChatGPT to foster EFL learners' critical thinking skills from a posthumanist perspective. Thinking Skills and Creativity, 54. Scopus. https://doi.org/10.1016/j.tsc.2024.101645
McFaul, H., & FitzGerald, E. (2020). A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education. British Journal of Educational Technology, 51(2), 572-589. https://doi.org/10.1111/bjet.12850
Molenaar, I. (2022). Towards hybrid humanai learning technologies. European Journal of Education, 57(4), 632-645. https://doi.org/10.1111/ejed.12527
Schiff, D. (2022). Education for AI, "not" AI for education: The role of education and ethics in national AI policy strategies. International Journal of Artificial Intelligence in Education, 32(3), 527-563. https://doi.org/10.1007/s40593-021-00270-2
Setiawan, A. (2023). An exploratory sequential mixed-methods approach to understanding students entrepreneurial self-efficacy. Journal of Turkish Science Education, 2. https://doi.org/10.36681/tused.2023.018
Short, D. (2021). The limitations of performance-based assessment: Disparities in teacher diversity. SRATE Journal, 30(1). https://eric.ed.gov/?id=EJ1306223
Solodka, A., Filatova, O., Hinkevych, O., & Spanatiy, O. (2021). Cross-cultural language learning: Interpretative engagement. Arab World English Journal, 12(3), 82-96. https://doi.org/10.24093/awej/vol12no3.6
Stevens, J. P., & Stevens, J. P. (2001). Applied multivariate statistics for the social sciences. Psychology Press. https://doi.org/10.4324/9781410604491
Tapalova, O., & Zhiyenbayeva, N. (2022). Artificial intelligence in education: AIEd for personalised learning pathways. Electronic Journal of E-Learning, 20(5), 639-653. https://doi.org/10.34190/ejel.20.5.2597
Verleger, M., & Pembridge, J. (2018). A pilot study integrating an AI-driven chatbot in an introductory programming course [Conference session]. 2018 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/FIE.2018.8659282
Wilson, P., Mathie, E., Keenan, J., McNeilly, E., Goodman, C., Howe, A., Poland, F., Staniszewska, S., Kendall, S., Munday, D., Cowe, M., & Peckham, S. (2015). Research design and methods. In ReseArch with Patient and Public invOlvement: A RealisT evaluation - the RAPPORT study. NIHR Journals Library. https://www.ncbi.nlm.nih.gov/books/NBK316008/
Yang, X. (2019). Accelerated move for AI education in China. ECNU Review of Education, 2(3), 347-352. https://doi.org/10.1177/2096531119878590
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Published
Dec 10, 2025
Article Details
How to Cite
Dela Cruz, S. R. (2025). AI-Integrated English Classroom Practices in Philippine Higher Education. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.vi.3382
Section
Section 1: Research Articles and Research Briefs
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