Teachers'perspectives on the ethical use of generative AI in the teaching and learning of english writing

This study examines teachers’ perspectives on the ethical use of AI in the teaching and learning of English writing. The use of AI in education is becoming increasingly widespread, raising various questions regarding the learning process, particularly in writing. Therefore, this study aims to identify teachers’ perspectives, including their understanding, values, and beliefs regarding the ethical use of AI in writing instruction. This study employs a qualitative approach, involving five English teachers from MTs schools in Surabaya who are members of the MGMP. Data were collected through interviews and analyzed according to the theory. The results indicate that teachers understood that the ethical use of generative AI involves using AI as a supporting tool for ideas, references, and examples while maintaining students' active involvement in the writing process. Teachers highlighted honesty, transparency, responsibility, and confidence as important values when using generative AI. Teachers believed that idea development and students' thinking processes are essential parts of writing, which influenced how they evaluated the ethical and unethical use of generative AI. AI is considered ethical when used as a tool and unethical when students copy AI-generated results without understanding them, thereby replacing their own thinking process. These findings imply that teachers need to set clear boundaries for AI use and guide students to remain active thinkers.