Licenciatura en Lenguas Extranjeras · 2025

Primary Teachers’ AI Perceptions at IE Avelino Saldarriaga Before and After a Professional Development Program on AI and PPP Lesson Framework in ELT

Artificial intelligence (AI) in education needs to be harnessed; it offers a promising opportunity to address long-standing challenges in English as a Foreign Language (EFL) instruction, particularly in underfunded public school settings. This study at the Avelino Saldarriaga Educational Institution in Colombia explored the perceptions of four primary school teachers regarding the use of AI for EFL lesson planning. These teachers were experiencing significant barriers, including heavy workloads and a lack of confidence in their English proficiency. To address these concerns, a Professional Development Program (PDP) was designed and implemented, focusing on integrating AI within the Presentation, Practice, and Production (PPP) framework for ELT teaching. A qualitative approach was then implemented, combining online questionnaires, semi-structured interviews, and post-intervention surveys to monitor and collect data on changes in their perceptions. It turned out that the PDP was essential in transitioning these perceptions from abstract expectations of AI as a temporary fix to a strategic tool for efficiency and pedagogical inclusion. More importantly, teachers reaffirmed their fundamental role as the indispensable human filter and pedagogical facilitator, overcoming fears of replacement and fatalistic thinking. Likewise, the research pointed to a serious bottleneck effect, perpetuated by structural deficiencies such as inadequate or nonexistent technological resources, which significantly restricts the practical and long-term implementation of AI in public institutions.

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