AI Literacy, Integration, and Challenges in EFL Education: Perspectives of Higher Education Teachers in Thailand

Article Sidebar

PDF
Published: Jul 30, 2026
DOI: https://doi.org/10.70730/JCOL6093
Keywords:
AI literacy ChatGPT Generative AI instructional technology teacher training

Main Article Content

Jenjira Jitpaiboon
School of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Irina Elgort
Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand
Tatchakrit Matyakhan
Faculty of Humanities, Chiang Mai University, Thailand
Thidawan Wichanee
Faculty of Humanities and Social Sciences, Sakon Nakhon Rajabhat University, Thailand
Atichat Rungswang
School of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Passapong Sripicharn
Faculty of Liberal Arts, Thammasat University, Thailand

Abstract

The growing use of AI in education highlights the need for AI literacy among teachers; however, research on Thai EFL university teachers remains limited. To address this gap, the present study aims to investigate the AI literacy of Thai EFL university teachers, as well as the integration and challenges of using AI tools in English classrooms. This study employed a mixed methods design involving 102 Thai EFL university teachers. The quantitative phase was guided by Ma et al.’s (2024) six-construct framework, which includes benefits, limitations, prompts, evaluation, assessment, and ethics, to assess AI literacy. The scope was expanded to include AI tools beyond ChatGPT. Semi-structured group interviews were conducted to gain deeper qualitative insights, and the data was analyzed using both statistical and thematic approaches. The findings of the present study demonstrate that Thai EFL university teachers are clearly aware of the benefits of AI tools in language teaching, with awareness often linked to the length of their experience using such tools. Teachers with advanced familiarity were able to provide detailed examples of how specific AI tools can be applied in their teaching. AI tools were most commonly used for preparing instructional materials, while assessment emerged as a key area of weakness, highlighting the need for further support in this aspect of classroom practice. These findings offer valuable insights for designing teacher training programs that support AI-informed teaching practices in higher education.

Article Details

How to Cite
Jitpaiboon, J., Elgort, I., Matyakhan, T., Wichanee, T., Rungswang, A., & Sripicharn, P. (2026). AI Literacy, Integration, and Challenges in EFL Education: Perspectives of Higher Education Teachers in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 19(2), 581–605. https://doi.org/10.70730/JCOL6093
Issue
Vol. 19 No. 2 (2026): LEARN Journal (July-December)
Section
Research Articles
Author Biographies

Jenjira Jitpaiboon, School of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang, Thailand

An assistant professor at King Mongkut’s Institute of Technology Ladkrabang, Thailand. Her research interests include English for Specific Purposes, Computer-Assisted Language Learning, and Languages Other Than English.

Irina Elgort, Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand

An associate professor at Centre for Academic Development and Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. Her research interests include vocabulary learning, processing, and use, the bilingual lexicon (representation and processing), and reading.

Tatchakrit Matyakhan, Faculty of Humanities, Chiang Mai University, Thailand

An English lecturer at English Department, Chiang Mai University. His research interests include English language teaching, technology in ELT, and language assessment.

Thidawan Wichanee, Faculty of Humanities and Social Sciences, Sakon Nakhon Rajabhat University, Thailand

A lecturer in English Department, Humanities and Social Sciences, Sakon Nakhon Rajabhat University. Her interests concern critical pedagogy, discourse analysis, and language and identity.

Atichat Rungswang, School of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang, Thailand

An assistant professor in the Department of Languages, School of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang. His research interests include intercultural communication, discourse analysis and language and gender.

Passapong Sripicharn, Faculty of Liberal Arts, Thammasat University, Thailand

An assistant professor in the Department of English, Faculty of Liberal Arts, Thammasat University, Thailand. His main research interests are corpus linguistics, lexicology, terminology, and translation technology.

References

Alsaffar, R. D. (2025). The role of AI-driven adaptive multimedia systems on personalized learning paths. Asian Journal of University Education, 21(2), 380–402. https://doi.org/10.24191/ajue.v21i1.26

Buasuwan, P. (2018). Rethinking Thai higher education for Thailand 4.0. Asian Education and Development Studies, 7(2), 157–173. https://doi.org/10.1108/AEDS-07-2017-0072

DeVellis, R. F. (2016). Scale development: Theory and applications (4th ed.). SAGE Publications.

Feng, L., & Sumettikoon, P. (2024). An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions. International Journal of Educational Technology in Higher Education, 21, Article 42. https://doi.org/10.1186/s41239-024-00474-1

Hockly, N. (2023). Artificial intelligence in English language teaching: The good, the bad and the ugly. RELC Journal, 54(2), 445–451. https://doi.org/10.1177/00336882231168504

Jitpaisarnwattana, N. (2024). Idea sharing: Using ChatGPT for diagnostic writing assessment. PASAA, 69, 561–574.

Jones, C., & Pimdee, P. (2017). Innovative ideas: Thailand 4.0 and the fourth industrial revolution. Asian International Journal of Social Sciences, 17(1), 4–35. https://doi.org/10.29139/aijss.20170101

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274

Kohnke, L., & Ulla, M. B. (2024). Embracing generative artificial intelligence: The perspectives of English instructors in Thai higher education institutions. Knowledge Management & E-Learning, 16(4), 653–670. https://doi.org/10.34105/j.kmel.2024.16.030

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310

Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–16). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727

Ma, Q., Crosthwaite, P., Sun, D., & Zou, D. (2024). Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach. Computers and Education: Artificial Intelligence, 7, Article100278. https://doi.org/10.1016/j.caeai.2024.100278

Ministry of Education of the People’s Republic of China. (2022). Digital literacy of teachers (JY/T 0646—2022). http://www.moe.gov.cn/srcsite/A16/s3342/202302/t20230214_1044634.html

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, Article 100041. https://doi.org/10.1016/j.caeai.2021.100041

Ngelambong, A., Wong, S. F., Kibat, S., Che Ahmat, N., & Scott, N. (2025). AI-powered education: A cross-country exploration of AI literacy among hospitality and tourism educators. Asian Journal of University Education, 21(2), 577–587. https://doi.org/10.24191/ajue.v21i1.39

Pallant, J. (2007). SPSS survival manual: A step-by-step guide to data analysis using SPSS for Windows (3rd ed.). Open University Press.

Pan, Z., & Wang, Y. (2025). From technology-challenged teachers to empowered digitalized citizens: Exploring the profiles and antecedents of teacher AI literacy in the Chinese EFL context. European Journal of Education, 60(1), Article e70020.

https://doi.org/10.1111/ejed.70020

Pucharoen, N. (2024). Unveiling the effects of integrating an AI-powered English speaking coach for students and specific careers in the EDSY program: A study on higher education students in a Thai private university. Journal of Business Administration and Languages, 12(2), 141–158.

Puriwat, W., & Tripopsakul, S. (2020). Preparing for Industry 4.0—Will youths have enough essential skills? An evidence from Thailand. International Journal of Instruction, 13(3), 89–104.

https://doi.org/10.29333/iji.2020.1337a

Puncreobutr, V., Waiyakarn, S., Tapaneeyakorn, W., & Chuepan, A. (2022). Factors influencing the development of digital literacy skills in Thailand according to the Thailand 4.0 policy. Webology, 19(2), 9273–9284.

Sawangwan, S. (2024). ChatGPT vs teacher roles in developing EFL writing. International Journal of Computer-Assisted Language Learning and Teaching, 14(1), 1–21. https://doi.org/10.4018/IJCALLT.361235

Tangpijaikul, M. (2025). Exploring the lexical approach for vocabulary learning through AI-driven feedback. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 1015–1038. https://doi.org/10.70730/SFNP1171

Tantivejakul, N., Chantharasombat, J., & Kongpolphrom, W. (2024). Voices of the future: Exploring students’ views on the use of GenAI in academic and professional PR writing. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 511–537.

Taylor, P. (2024). Blended learning challenges of EFL undergraduate students: Student learning experience in an AI-integrated ESP course. Studies in English Language and Education, 11(3), 1431–1449. https://doi.org/10.24815/siele.v11i2.37472

Ulla, M. B., Perales, W. F., & Busbus, S. O. (2023). “To generate or stop generating response”: Exploring EFL teachers’ perspectives on ChatGPT in English language teaching in Thailand. Learning: Research and Practice, 9(2), 168–182. https://doi.org/10.1080/23735082.2023.2257252

Velander, J., Otero, N., & Milrad, M. (2024). What is critical (about) AI literacy? Exploring conceptualizations present in AI literacy discourse. In A. Buch, Y. Lindberg, & T. Cerratto Pargman (Eds.), Framing futures in postdigital education (pp. 139–160). Springer. https://doi.org/10.1007/978-3-031-58622-4_8

Wilton, L., Ip, S., Sharma, M., & Fan, F. (2022). Where is the AI? AI literacy for educators. In M. M. Rodrigo, N. Matsuda, A. I. Cristea, & V. Dimitrova (Eds.), Artificial intelligence in education (Lecture Notes in Computer Science, Vol. 13356). Springer.

https://doi.org/10.1007/978-3-031-11647-6_31

Wittayasin, S. (2017). Education challenges to Thailand 4.0. International Journal of Integrated Education and Development, 2(2), 29–35.

Waluyo, B., & Kusumastuti, S. (2024). Generative AI in student English learning in Thai higher education: More engagement, better outcomes? Social Sciences & Humanities Open, 10, 101146. https://doi.org/10.1016/j.ssaho.2024.101146

Woodrow, L. (2022). Introducing researching English for specific purposes. Routledge.

Xue, L. (2025). Urgent, but how? Developing English foreign language teachers’ digital literacy in a professional learning community focusing on large language models. European Journal of Education, 60(1), Article e12899. https://doi.org/10.1111/ejed.12899

Yi, Y. (2021). Establishing the concept of AI literacy. Jahr–European Journal of Bioethics, 12(2), 353–368.

Zhou, C., & Hou, F. (2025). How do EFL teachers utilize AI tools in their language teaching? Theory and Practice in Language Studies, 15(2), 403–413. https://doi.org/10.17507/tpls.1502.10