Teachers’ Perceptions of AI-Assisted Digital Storytelling in Malaysian Lower Secondary ESL Classrooms

Abstract

The integration of artificial intelligence (AI) into digital pedagogy has opened up opportunities for improving English as a Second Language (ESL) instruction through AI-assisted digital storytelling (AI-DST). However, past research rarely addresses the intersection between teachers’ perceptions, classroom practices, and institutional support for AI-assisted digital storytelling, leaving a gap in understanding how AI-DST is positioned within the Malaysian lower secondary ESL curriculum. This qualitative study explores ESL teachers’ perceptions of AI-DST, investigates how it is used or intended to be used in Malaysian lower secondary classrooms, and examines curriculum documents to evaluate the extent of institutional support. Data were obtained through semistructured interviews with lower secondary ESL teachers, as well as document analysis of national curriculum and policy documents such as the Digital Education Policy (DEP, 2023) and the English Language DSKP. Interview data were analysed thematically, whereas document analysis concentrated on policy alignment, pedagogical expectations, ethical considerations, and assessment structures. The findings reveal that teachers usually view AI-DST positively, emphasising its capacity to boost student engagement, reduce learning anxiety, and support vocabulary acquisition and idea development, particularly among low-proficiency learners. However, challenges such as limited device accessibility, inconsistent internet connectivity, time constraints, and insufficient professional training remain. Although there are few explicit references to AI-DST, there is indirect institutional support in the form of curriculum flexibility, infrastructural projects, ethical norms, and performance-based assessments.