Empowering AI for English Materials Analysis in Malaysian Primary Special Education Schools

Abstract

This study explores the potential of Artificial Intelligence (AI) to revolutionise the analysis of English teaching materials in Malaysian primary schools, particularly among special education teachers. AI-powered tools were evaluated for their effectiveness in improving the quality and accessibility of educational materials and their future potential to address systemic challenges. A quasi-experimental research design involving 54 special education teachers was employed, with 33 participants in the experimental group using AI tools and 21 in the control group employing traditional methods. Quantitative analysis using the Mann-Whitney U test revealed a statistically significant difference in perceived effectiveness between the groups (Z = -6.839, p < 0.001), with the experimental group achieving higher rankings. Spearman’s correlation analysis demonstrated a strong, significant relationship (r = -0.939, p < 0.001) between hands-on AI experience and positive perceptions of its future potential. Qualitative insights from semi-structured interviews and journal writing supported these findings, highlighting AI’s ability to reduce workload, automate routine tasks, and create inclusive, culturally relevant resources. Despite its promise, barriers such as limited training, inadequate infrastructure, and policy gaps were identified. The study underscores the need for comprehensive teacher training, infrastructure investment, and policy support to realize AI’s full potential in fostering an inclusive and equitable education system in Malaysia.