Empowering Educators: Harnessing Artificial Intelligence to Revolutionize English Proficiency among Primary School Teachers
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| Title: | Empowering Educators: Harnessing Artificial Intelligence to Revolutionize English Proficiency among Primary School Teachers |
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| Language: | English |
| Authors: | Nyasha Cefas Zimuto (ORCID |
| Source: | International Journal of Research in Education and Science. 2026 12(2):527-543. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, English (Second Language), Language Teachers, Second Language Instruction, Elementary School Teachers, Artificial Intelligence, Teacher Attitudes, Computer Attitudes, Intention, Communication Skills, Computer Assisted Instruction, Technology Integration, Computer Uses in Education |
| Geographic Terms: | Rwanda |
| ISSN: | 2148-9955 |
| Abstract: | The research examines the transformative impact of Artificial Intelligence (AI) on enhancing English language skills among primary school teachers in Rwanda. As Rwanda's education sector undergoes significant reforms, the adoption of AI tools, such as Grammarly and Meta, has become a vital resource for educators seeking to improve their language abilities while teaching English as a second language. The study is guided by two theoretical frameworks: the Constructivist Learning Theory and the Technology Acceptance Model (TAM). It utilizes both qualitative and quantitative research methods to gather and analyze data. The findings illustrate how AI offers personalized learning experiences, instant feedback, and customized resources that assist teachers in improving their writing and communication skills. The research highlights that by addressing the diverse needs of educators, AI creates a supportive environment that encourages professional development and peer collaboration. The results demonstrate how AI technology complements Rwanda's national strategy for enhancing English proficiency, emphasizing its importance in preparing teachers and students for a competitive global environment. Therefore, the study suggests that strategic utilization of AI in education not only improves teaching practices but also fosters a more engaging and effective learning experience for both teachers and students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505896 |
| Database: | ERIC |
| Abstract: | The research examines the transformative impact of Artificial Intelligence (AI) on enhancing English language skills among primary school teachers in Rwanda. As Rwanda's education sector undergoes significant reforms, the adoption of AI tools, such as Grammarly and Meta, has become a vital resource for educators seeking to improve their language abilities while teaching English as a second language. The study is guided by two theoretical frameworks: the Constructivist Learning Theory and the Technology Acceptance Model (TAM). It utilizes both qualitative and quantitative research methods to gather and analyze data. The findings illustrate how AI offers personalized learning experiences, instant feedback, and customized resources that assist teachers in improving their writing and communication skills. The research highlights that by addressing the diverse needs of educators, AI creates a supportive environment that encourages professional development and peer collaboration. The results demonstrate how AI technology complements Rwanda's national strategy for enhancing English proficiency, emphasizing its importance in preparing teachers and students for a competitive global environment. Therefore, the study suggests that strategic utilization of AI in education not only improves teaching practices but also fosters a more engaging and effective learning experience for both teachers and students. |
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| ISSN: | 2148-9955 |
