The integration of artificial intelligence (AI) within contemporary educational practices, particularly in the context of foreign language instruction, has emerged as a pivotal element. The implementation of AI facilitates the personalisation of learning materials, ensures the provision of immediate feedback, and fosters student autonomy, thereby enhancing the efficacy of the educational process. The utilisation of technology has been demonstrated to enhance motivation, refine language skills, and adapt teaching methodologies to the unique requirements of learners. Notwithstanding the numerous advantages inherent in the integration of AI into teaching, the successful implementation of such initiatives is contingent upon the pedagogues' digital competence, access to quality tools, and technical support. The present master's thesis examines the use of artificial intelligence in the teaching of English in the 4th and 5th grades of elementary school. The objective of the research was to ascertain the frequency with which teachers utilise artificial intelligence, the tools they employ, the manner in which they engage students, the purpose of its use, and the manner in which they assess their competence. The theoretical section of the study presents contemporary approaches to teaching English at the elementary school level and the role of artificial intelligence in education. In the empirical part of the study, a quantitative research method was employed, with the assistance of an online questionnaire. The findings of the research indicate that teachers predominantly utilise artificial intelligence in the preparatory phase of teaching, and less frequently incorporate it into the actual implementation or direct work with students. The most frequently employed tools are content generators and search engines. Teachers have been found to adopt a cautious yet predominantly positive stance towards the integration of artificial intelligence in educational settings. They have emphasised the role of this technology as a support tool, acknowledging its limitations in replacing the human element in the educational process. The subjects' self-assessment of competence was moderate, with the highest rating given to their ability to think critically and the lowest to their knowledge of specific applications. Statistical analyses have confirmed a correlation between higher self-assessment and increased utilisation of artificial intelligence. A number of challenges were identified, including a paucity of knowledge, time constraints and technical support. The findings of the study can assist teachers in reflecting on their own utilisation of artificial intelligence and identifying the opportunities and limitations that the use of these tools brings to the learning process. Furthermore, they have the capacity to function as a point of departure for the development of educational content for teachers and to stimulate further research into the possibilities of introducing artificial intelligence into classroom teaching.
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