Abstract

Despite growing interest in Artificial Intelligence (AI)-assisted language learning, little is known about how K–12 teachers in South Korea navigate this integration. This qualitative case study explores how K–12 English teachers in South Korea are integrating AI into their educational practices, aiming to understand their experiences with innovative teaching approaches, as well as the challenges and ethical concerns they encounter. Data were collected from seven AI-engaged English teachers across elementary, middle, and high schools through teaching logs, learning artifacts, and focus group interviews. The findings reveal that AI reduced time spent on administrative tasks, freeing time for lesson planning. Also, teachers reported increased learner agency among students, more diversified learning modalities, and lowered participation barriers in learning activities. However, most teachers were unaware of the ethical considerations of AI and current AI guidelines were unsupportive. This study provides firsthand qualitative evidence of how K–12 English teachers in South Korea integrate AI into their everyday practice, while revealing a critical gap between official policy dissemination and teachers' actual awareness of guidelines for effective and responsible AI use.

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