Exploring ELT Instructors’ Readiness for AI Integration: A Qualitative Study of Student Perceptions in Malaysian Higher Education

Abstract

The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) offers
transformative potential, particularly through tools like ChatGPT, which support personalised
instruction and interactive learning. However, successful implementation relies on instructors’
readiness to adopt and utilise such technologies effectively. This study investigates Malaysian higher
education students’ perceptions of their ELT instructors’ preparedness for AI integration. Adopting a
qualitative approach, data were collected through semi-structured interviews with 30 purposively
selected undergraduates. Thematic analysis revealed four key areas: disparities in instructor readiness,
inconsistent AI tool usage, technical and infrastructural barriers, and student concerns regarding
overreliance and ethical use. The findings underscore the urgent need for structured professional
development, institutional support, and pedagogically sound frameworks to ensure meaningful AI
integration. This study contributes to the discourse on AI in education by centering learner
perspectives and offering actionable