The purpose of this study is to examine the roles and strategies for enhancing EBSe programs to align with AI-based English education. It analyzes interviews with 12 English teachers across elementary, middle, and high schools. Qualitative data were gathered through focus group interviews using semi-structured questions and analyzed with NVivo 14 to identify patterns. Key findings include: 1) High usage of ‘Fun Reading’ across all school levels and diverse EBSe content usage in middle school classes compared to other levels. 2) Teachers in all school levels recommended developing contents focused on productive skills, particularly writing, to align with the 2022 revised English curriculum, along with thematic and skill-specific learning materials and content linked to textbooks. Suggested overall improvements for the EBSe program include updating old learning content to reflect recent issues, reorganizing for easy access, and enhancing program features to incorporate the latest technologies. 3) Teachers at all levels expect EBSe to continue supporting public education in an AI-enhanced future. 4) Improvements for EBSe, anticipating AI digital textbooks, include updating content to reflect current topics, and reorganizing for accessibility, similar to those aligned with the 2022 revised English curriculum. Additionally, new enhancements such as AI-based assessment tools, writing correction, and personalized learning pathways are proposed specifically for the AI-based education context.
