A Quantitative Study on the Influence of Readiness and Perceived Usefulness on Malaysian Primary ESL Teachers’ Intention to Integrate AI in Language Learning and Teaching

Abstract

Artificial Intelligence (AI) is increasingly transforming English Language Teaching (ELT), yet limited empirical evidence exists on how Malaysian primary ESL teachers perceive and intend to use AI tools in classroom practice. This study investigates teachers’ readiness, perceived usefulness and behavioural intention to integrate AI, addressing a gap in empirical research within the Malaysian primary school context. A quantitative survey design was employed, involving 80 primary ESL teachers who completed a structured questionnaire adapted from the Technology Acceptance Model (TAM). Descriptive statistics indicated moderately high levels of readiness, strong perceptions of usefulness and high intention to adopt AI. Pearson correlation analysis revealed strong, positive and statistically significant relationships among the three constructs. Multiple regression results further showed that perceived usefulness was the strongest predictor of intention, followed by teacher readiness. Openended responses provided supplementary insights, highlighting teachers’ need for hands-on training, practical examples and continuous professional development. Overall, the study offers timely empirical evidence on AI adoption in Malaysian primary ESL classrooms and underscores the importance of enhancing teachers’ digital competence and pedagogical capacity for sustainable and meaningful AI integration.