Secondary school teachers’ experiences with generative AI in Maltese language teaching

Abstract

In the context of rapid technological advancement, artificial intelligence (AI) presents promising opportunities to enhance language learning through personalized, adaptive, and engaging experiences. Despite its growing role in education, limited research has examined its application to minority languages such as Maltese. This qualitative study addresses that gap by exploring the experiences of 47 secondary school teachers in Malta, 40 of whom have integrated generative AI tools into their teaching practices. Grounded in sociocultural theory and constructivist learning principles, the study used semi-structured interviews to gain insights into how educators employ AI in the classroom. The participants reported using AI for various instructional tasks, including text generation, interactive storytelling, contextual exercises, and personalized feedback in both formative and summative assessments. The participants perceived that AI contributed to improved student proficiency in Maltese, particularly through immediate corrections and tailored feedback. They also observed increased student engagement and motivation, although these insights were based on subjective observations rather than empirical data. In addition to perceived benefits, the participants discussed innovative strategies for AI integration and context specific challenges such as overreliance on technology and the need for teacher training. The findings highlight the potential of generative AI to support differentiated instruction in Maltese language education. By linking theoretical frameworks with practical applications, the study offers a nuanced understanding of AI’s role in teaching a minority language. It also identifies key areas for future research, including the measurable impact of AI on student outcomes and the long-term implications of its integration into Maltese language education.