ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE EDUCATION: TEACHERS AND STUDENTS PERSPECTIVES IN ARAB SECONDARY SCHOOLS IN ISRAEL

Artificial intelligence (AI) has increasingly become part of educational practices and is considered a promising tool for supporting teaching and learning processes. In language education, AI-based applications such as grammar checkers, automated feedback systems, and adaptive learning platforms have the potential to enhance students engagement and provide personalized learning opportunities. Despite these advantages, the integration of AI in schools is not equally accessible across different educational contexts. This study investigates the use of AI in teaching English language skills in Arab secondary schools in Israel, with a particular focus on teachers and students perceptions of its effectiveness, challenges, and opportunities. The research adopts a qualitative approach using semi-structured interviews and focus group discussions with English teachers and students at Al-Risala High School in northern Israel. The findings indicate that AI tools can support language learning by improving vocabulary acquisition, providing immediate feedback, and encouraging students active participation in learning activities. However, the study also identifies several barriers to effective implementation, including limited technological infrastructure, insufficient teacher training, and the lack of AI tools that adequately support the Arabic language. These challenges highlight the need for greater institutional support, targeted professional development programs, and the development of culturally and linguistically appropriate AI technologies. The study contributes to the growing body of research on AI in education and provides practical insights for improving the integration of AI in minority educational contexts.