INVESTIGATING THE TPACK AND BEHAVIORAL INTENTIONS OF ENGLISH LANGUAGE TEACHERS AND STUDENTS TOWARDS AI TOOLS INTEGRATION IN ELT AT A STATE UNIVERSITY IN THE PHILIPPINES

The rapid and exponential development of artificial intelligence presents a unique opportunity for revolutionizing English language teaching (ELT) as afforded by the adoption of AI tools that enhance language teaching effectiveness and provide a unique and engaging learning experience. However, adopting AI tools for ELT has brought into question teachers' awareness and willingness to integrate these technologies into their own teaching practices. awareness and willingness to integrate these technologies into their own teaching practices. Hence, this study sought to investigate the Technological Pedagogical Content Knowledge (TPACK), behavioral intention, and perceived threat of AI from the perspective of ELT instructors and students in a state university in the Philippines. Interpretative statistics, particularly mean and ranking was employed to analyze quantitative data. Results highlight the limited facilitating conditions for the integration of AI in ELT, and the pressing need for institutional policies and guidelines around AI integration to be enforced. Hence, a comprehensive, contextually adaptable, and future proof AI-ELT integration framework was developed to ensure that ELT keeps pace with the ever-evolving pedagogical landscape resulting from the constant emergence of innovations in AI. While the present study shows the methodological issue of the limited number of respondents and a sole coder, these findings invite further exploration on the subject as the current global situation calls for HEIs to explore AI integration to keep abreast with an ever-changing world.