Undergraduate thesis

This study investigated the extent to which generative artificial intelligence (AI) is integrated into the teaching practices of English faculty at Olivarez College- Paranaque. The research is motivated by the increasing adoption of AI technologies in education, particularly in the development of English language material that cater to diverse learner needs. This study explored how faculty members utilize generative AI to create original,adaptive, and culturally relevant instructional resources, moving beyond traditional,standardized approaches. It examined the benefit of AI integration, such as enhanced personalization, improved student engagement, and the facilitation of Universal Design for learning (UDL) principle , as well as the challenges, including ethical consideration, authenticity, and the need for maintaining a human centered teaching approach.Data were gathered through validated surveys and interviews then analyzed using statistical methods and thematic analysis to assess the faculty{92}s awareness, practices, and perception regarding AI integration. Findings reveal that while English faculty recognized the potential of generative AI to enrich language instruction and streamline material preparation, there remain concerns about ethical use, cultural appropriateness, and the preservation of students{92} authentic voices. The study underscored the importance of ongoing professional development and the establishment of clear guidelines to maximize the benefit of generative AI while mitigating its risk. Ultimately, Olivarez College{92}s experience serves as a benchmark for other institutions aiming to leverage technology for more inclusive and effective English Language teaching.