Artificial intelligence integration in Bangladeshi university EFL classrooms: Perceptions, practices, and challenges
Keywords:
Artificial Intelligence, AI Integration, EFL Classroom, educational technology, student perceptionsAbstract
Although the use of artificial intelligence (AI) in education is increasing worldwide, there is a lack of studies examining the integration of AI into Bangladeshi University EFL classrooms from both students’ and instructors’ perspectives. Grounded in the Technology Acceptance Model (TAM; Davis, 1989), this convergent mixed-methods study investigates perceptions, patterns of use, and perceived challenges related to AI tools in university-level EFL classrooms in Bangladesh. 41 participants, consisting of 30 students and 11 instructors from public and private universities, participated in this study. Data were collected through an online questionnaire and analyzed using descriptive statistics and thematic analysis. The findings suggest that AI tools, particularly ChatGPT and Gemini, are commonly used by participants to support language learning and teaching activities. Both university students and instructors generally perceive AI as helpful for improving learning efficiency and supporting the development of language skills. However, participants also expressed concerns about limited training, potential inaccuracies in AI-generated content, ethical considerations, and the risk of over-reliance on this tool. Thematic analysis further highlights several conditions that may support more effective AI integration in EFL contexts, including the need for training opportunities, improved technological infrastructure, clearer institutional policies, alignment with curriculum goals, and supportive attitudes among instructors.
Downloads
References
Alotaibi, H. M., Sonbul, S., & El‐Dakhs, D. A. S. (2025b). Factors influencing the acceptance and use of ChatGPT among English as a foreign language learners in Saudi Arabia. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04945-2
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bristi, N. L., Shafie, L. A., Hajimia, H. B., & Hasan, Md. K. (2025). Decoding EFL learners’ intention to use ChatGPT for academic writing: cognitive and emotional drivers. International Journal of Learning Teaching and Educational Research, 24(3), 1. https://doi.org/10.26803/ijlter.24.3.1
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press
Hashemifardnia, A., & Kooti, M. (2025). AI-mediated language learning and EFL learners’ self-confidence, self-regulation, well-being, and L2 motivation: A mixed method study. English Education Journal, 16(2), 109. https://doi.org/10.24815/eej.v16i2.45696
Hasib, M., & Islam, M. S. (2025). How University students in Bangladesh engage with ChatGPT: A qualitative study. PLOS ONE, 20(9), e0333089. https://doi.org/10.1371/journal.pone.0333089
Khan, A. M., Hasan, M. M., Islam, M. N., & Uddin, M. S. (2024). Artificial intelligence tools in developing English writing skills: Bangladeshi university EFL students’ perceptions. English Education Jurnal Tadris Bahasa Inggris, 17(2), 345. https://doi.org/10.24042/ee-jtbi.v17i2.24369
Munni, B. E., & Rafique, R. (2025). Instructors’ Experiences of Using AI-powered Technologies in Bangladeshi English Language Classrooms. Spectrum, 18, 89. https://doi.org/10.3329/spectrum.v18i1.76362
Rosmayanti, V. (2025). Students attitudes toward the use of artificial intelligence tools in English language learning. Linguistics and ElT Journal, 12(2), 285. https://doi.org/10.31764/leltj.v12i2.28840
Shahriar, A. (2025b). Exploring efl students’ perspectives on the use of AI chatbots in language education. Journal of Language and Linguistics in Society, 52, 1. https://doi.org/10.55529/jlls.52.1.11
Tashakkori, A., & Teddlie, C. (2003). Handbook of Mixed Methods in Social & Behavioral Research. SAGE.
Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204. http://www.jstor.org/stable/2634758
Yusuf, S. B., Qian, J., Rasool, U., Dhuli, R., Yesmin, Q. F., Mahmud, R., & Hossain, A. (2025b). Investigating EFL learners’ perceptions of using Grammarly in enhancing writing proficiency in Bangladesh. SAGE Open, 15(3). https://doi.org/10.1177/21582440251352922
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
(1) Copyright of the published articles will be transferred to the journal as the publisher of the manuscripts. Therefore, the author confirms that the copyright has been managed by the journal.
(2) Publisher of EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English is University of Merdeka Malang.
(3) The copyright follows Creative Commons Attribution–ShareAlike License (CC BY SA): This license allows to Share — copy and redistribute the material in any medium or format, Adapt — remix, transform, and build upon the material, for any purpose, even commercially.
