Attitudes of Primary and Secondary EFL Teachers in Croatia Towards the Use of AI in Classroom Settings

Bojan Prosenjak; Eva Jakupčević

doi:10.4312/elope.22.1.133-150

Authors

Bojan Prosenjak University of Zagreb
Eva Jakupčević University of Split

DOI:

https://doi.org/10.4312/elope.22.1.133-150

Keywords:

artificial intelligence (AI), teacher attitudes, EFL, digital competence, teaching methods, primary school, secondary school

Abstract

The use of artificial intelligence (AI) in language learning has rapidly increased with the widespread popularity of generative AI tools such as ChatGPT. Research highlights the need for school-age learners to develop digital literacy skills to engage critically and responsibly with AI-based tools. Equally important is the role of (language) teachers, who must possess the skills necessary to guide students in navigating and leveraging this technology effectively. This exploratory study investigates the extent of EFL teachers’ knowledge and their attitudes toward using AI tools for language learning. Focusing on primary and secondary school EFL teachers in Croatia, the study aims to shed light on their perspectives on and preparedness for integration of AI into the language classroom, addressing a critical aspect of modern education and contributing to a deeper understanding of what educators need to successfully incorporate AI into their teaching.

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