Role of Artificial Intelligence in English Language Teaching and Learning
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Abstract
Artificial Intelligence (AI) is increasingly influencing English language teaching and learning by introducing adaptive learning environments, automated assessment systems, intelligent tutoring applications and conversational tools that facilitate language practice beyond the traditional classroom. The integration of AI into English language education offers opportunities to address persistent challenges associated with individual differences in language proficiency, limited access to personalised instruction, inadequate speaking practice and delays in receiving corrective feedback. AI-powered applications can support the development of listening, speaking, reading and writing skills through interactive exercises, speech recognition, grammar analysis, vocabulary recommendations and context-sensitive explanations. Generative AI systems have further expanded these possibilities by enabling learners to engage in simulated conversations, develop written compositions, explore grammatical structures and receive explanations tailored to their learning needs.
This research paper examines the role of artificial intelligence in English language teaching and learning through a critical analysis of its pedagogical applications, potential benefits and associated challenges. It adopts a qualitative, literature-based research approach, drawing upon established scholarship on computer-assisted language learning, intelligent tutoring, educational technology and recent developments in generative AI. The discussion considers the implications of AI for teachers, learners, curriculum designers and educational institutions, with particular attention to learner autonomy, differentiated instruction, assessment practices, academic integrity, data privacy and unequal access to digital resources. The paper argues that AI can strengthen English language education when it is integrated with communicative teaching methods, human interaction and clearly defined learning objectives. However, technological efficiency should not be confused with educational effectiveness, and AI-generated feedback requires critical evaluation. The study proposes a human-centred approach in which teachers retain responsibility for pedagogical decisions while AI serves as a supplementary resource for practice, feedback and instructional adaptation.
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