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Integrating AI-Powered Digital English Textbook at Grade12: Pakistani Students and Teachers' Perceptions
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Author(s): Muhammad Mooneeb Ali (Higher Education Department, Pakistan), Shawana Fazal (Department of Education, Hazara University, Mansehra, Pakistan), Ubaid ullah Ubaid (Faculty of English, Oxford School Dubai, UAE), Muhammad Amir Saeed (Dhofar University, Oman)and Sayyed Rashid Ali Shah (Sultan Qaboos University, Oman)
Copyright: 2025
Volume: 16
Issue: 1
Pages: 20
Source title:
International Journal of Adult Education and Technology (IJAET)
Editor(s)-in-Chief: Kristina Posavec (University of Zagreb, Croatia & Institute of Migration Research, Croatia)
DOI: 10.4018/IJAET.376488
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Abstract
In response to the global emergence of artificial intelligence (AI), the Government of Punjab, Pakistan, conducted a pilot project in 2024, introducing AI-powered digital textbooks for Grade 12 English learners. The project included 80 teachers and 400 learners from Lahore, Pakistan. The present study explores the perspectives of the learners and teachers who participated in this pilot initiative. A concurrent mixed-methods research design was employed, with a sample of 100 students and 40 teachers selected through simple random sampling. Structured questionnaires were used to collect quantitative data from students, while interviews were conducted with teachers. Quantitative data were analyzed using SPSS 27, and thematic analysis of qualitative data was carried out using Claude.ai. The findings revealed that students viewed AI-powered digital textbooks as a novel, dynamic, engaging, and impactful method for learning English. Similarly, teachers regarded AI-powered digital textbooks as highly beneficial for enhancing students' English language proficiency.
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