Early Childhood Teachers’ Perceptions of AI-Assisted English Language Teaching at RA YKU 02

Abstract

This study investigates early childhood teachers’ perceptions of AI-assisted English language teaching at RA YKU 02, focusing on the importance of early instruction, effective strategies, and implementation challenges. Utilizing a qualitative descriptive research design, data were collected from four teachers through closed-ended Likert-scale questionnaires and in-depth interviews. The findings reveal that teachers hold positive perceptions toward AI-assisted English teaching, including the integration of digital and AI-supported media, with 4 out of 4 participants agreeing that English proficiency enhances readiness for higher education. Total Physical Response (TPR) was identified by 4 out of 4 teachers as the most suitable strategy, while 3 out of 4 teachers emphasized the effectiveness of songs, games, visual media, and AI-supported tools. However, significant hurdles were identified, as 4 out of 4 participants reported limited instructional time, inadequate media, and limited access to AI-based resources as major obstacles, alongside a fear of mispronunciation among non-specialist teachers. To address these gaps, teachers demonstrate agency by utilizing digital and AI-supported resources such as YouTube and Digital TV. This research underscores the need for continuous, context-sensitive professional development, particularly in integrating AI and digital tools, to ensure effective English instruction in religious-based early childhood settings.   Keywords: English for Young Learners, Teacher Perceptions, Raudhatul Athfal, Instructional Strategies, Challenge