Teaching in the Age of AI : English Teachers’ Perspectives on AI Chatbots’ Impact on Assignments and Language Development

Sammanfattning

The aim of this study is to examine the attitudes of English teachers in Swedish upper secondary schools toward AI chatbots. It also explores how AI has influenced assignment design, assessment practices and teachers’ perceptions of students’ English development, as well has how they handle issues related to AI literacy, policy and student guidance. The study is based on a qualitative approach using semi-structured interviews with four teachers. The findings are analyzed using a sociocultural perspective. The results show that teachers express overall positive but often cautious attitudes toward AI chatbots. While AI is described as a useful tool, it also raises concerns regarding student use, such as overreliance, academic honesty, and reduced student engagement. AI has led to changes in assignment design and assessment, leading to a shift toward controlled environments that restrict AI access, and the increased use of oral follow-up questions. The findings also suggest that AI can both support and limit students’ English development, depending on how it is used. In addition, a lack of clear policies and consistent training means that the responsibility for managing AI often falls on individual teachers. Overall, the study suggests that the impact of AI in English education is complex and depends on how the tool is used by students and guided by teachers.