joseph.fritzner@educacion.gob.ec

https://orcid.org/0000-0003-1236-1666

This study delves into the transformative impact of Artificial Intelligence (AI) on English Language

Teaching (ELT), examining how AI-driven technologies redefine instructional methodologies, learner

engagement, and pedagogical effectiveness. As AI continues to evolve, its applications in language

education extend beyond mere automation, fostering adaptive, interactive, and data-informed learning

experiences. This research aims to investigate how AI-powered tools facilitate language acquisition,

personalize instruction, and enhance formative assessment, ultimately shaping the future of ELT.

Employing a mixed-methods approach, this study integrates quantitative surveys and qualitative

proficiency levels. Despite these advancements, challenges persist, particularly concerning teacher

preparedness, ethical considerations, and potential over-reliance on AI-driven solutions. The study

underscores the necessity of professional development initiatives to equip educators with the skills

required for effective AI integration. Additionally, it emphasizes the importance of maintaining a

balanced synergy between AI innovations and human-centered teaching practices. By offering a

nuanced perspective on AI’s role in ELT, this research contributes to ongoing discussions on the future

of language education, advocating for responsible and strategic AI adoption in pedagogical frameworks.

Keywords: artificial intelligence (AI), english language teaching (ELT), adaptive learning, personalized

instruction, AI-driven feedback

RESUMEN

El presente estudio investiga el impacto innovador de la inteligencia artificial (IA) en la enseñanza del

inglés, centrándose en cómo las herramientas basadas en IA y sus metodologías contribuyen a optimizar

tanto los resultados de aprendizaje como las estrategias pedagógicas. El objetivo principal es evaluar la

influencia de la IA en la adquisición del idioma y en el diseño de enfoques didácticos personalizados

para docentes y estudiantes. Para alcanzar este propósito se implementó una metodología mixta. En la

fase cuantitativa se aplicaron encuestas a 150 profesores y 200 estudiantes de diversas instituciones,

utilizando escalas de Likert para valorar la eficacia de las tecnologías de IA en los procesos de

una formación específica para los docentes, inquietudes éticas respecto a la privacidad de los datos y el

riesgo de una dependencia excesiva en la tecnología, que podría limitar el desarrollo del pensamiento

crítico. En conclusión, la integración de la IA en la enseñanza del inglés ofrece oportunidades

significativas para perfeccionar las prácticas pedagógicas, siempre que se implementen medidas que

mitiguen sus limitaciones y se promueva una adopción gradual en el ámbito educativo.

Palabras clave: inteligencia artificial, enseñanza del inglés, adquisición lingüística, innovación

pedagógica, investigación mixta

INTRODUCTION

The incorporation of artificial intelligence (AI) in English Language Teaching (ELT) is revolutionizing

traditional pedagogical frameworks, fostering the development of personalized, data-driven

instructional strategies that address the diverse needs of language learners worldwide (Creswell, 2014;

Johnson, 2020). AI technologies, including machine learning algorithms, natural language processing

(NLP), and intelligent tutoring systems, reshape how language is taught and learned. These tools enable

educators to offer adaptive feedback, real-time assessments, and personalized learning paths, thus

enhancing students' linguistic competence and engagement (Smith & Lee, 2021; Martinez, 2020).

Machine learning and NLP allow AI-driven applications to analyze vast amounts of linguistic data,

identify learning patterns, and predict areas where students may struggle. For instance, AI-powered

encourages active participation and self-directed learning (Clark, 2018; Roberts, 2021). Additionally,

AI tools support differentiated instruction, making it possible to cater to students with varying

proficiency levels and learning styles within the same schoolroom (Lopez, 2018).

Despite these benefits, the integration of AI in ELT presents several challenges. One significant concern

is inadequate teacher training to implement AI technologies in the classroom successfully. Educators

often require specialized knowledge to interpret data insights and integrate AI tools into their

pedagogical practices (Johnson, 2020; Martinez, 2020).

Ethical issues related to data privacy and security also arise, as AI systems collect and analyze personal

information from users (Roberts, 2021). Moreover, there is a risk of overreliance on technology,

potentially diminishing the role of human interaction, which is indispensable for language development

Emerging studies suggest that the most effective approach involves blending traditional teaching

approaches with AI-enhanced tools. This hybrid model leverages human instruction and technological

innovation strengths, creating dynamic and interactive learning environments (Clark, 2018; Garcia,

2018). For example, teachers can use AI-generated data to identify student needs and tailor their lessons

accordingly, while still providing the social and emotional support that technology cannot replicate

(Anderson, 2022).

This study aims to comprehensively evaluate the multifaceted impact of AI on ELT, focusing on its

potential to improve linguistic competence, foster learner autonomy, and boost instructional practices.

By analyzing current research and case studies, this paper will explore both the opportunities and

challenges associated with AI integration in language education.

insights (Creswell, 2014).

The structured surveys focused on the extent of AI usage, teachers' and students' perceptions of its

effectiveness, and the challenges faced during implementation. Contestants rated their experiences

using a Likert scale, which allowed for the quantification of attitudes towards AI in language learning

(Johnson, 2020). The semi-structured interviews provided deeper insights into personal experiences,

highlighting specific cases where AI tools meaningfully impacted teaching methodologies and student

outcomes (Smith & Lee, 2021).

The quantitative data revealed that 85% of teachers and 78% of students reported a positive effect of

AI tools on language acquisition, citing improved engagement and personalized learning experiences

(Martínez, 2020). Nevertheless, challenges such as lack of technical training and resource constraints

The qualitative data echoed these findings, with educators emphasizing the need for ongoing

professional development to effectively integrate AI into their curriculum (Roberts, 2021).

This comprehensive approach allowed for a nuanced, thoughtful examination of the role of AI in

English language education, providing valuable insights for educators, policymakers, and technology

developers aiming to improve language learning environments.

Survey

The survey focused on participants' perceptions of AI's effectiveness in ELT, covering aspects such as

engagement, learning outcomes, and pedagogical challenges. Questions were designed using a Likert

scale to measure attitudes towards AI-driven educational technologies. The outcomes highlighted a

strong positive correlation between AI integration and improved language proficiency, predominantly

A significant 97.4% of respondents have used AI tools in their learning or teaching process, indicating

widespread adoption. Regarding AI's impact on skill development, 53.8% of participants rated AI's

effectiveness at level 3, while 15.4% and 17.9% assigned ratings of 4 and 5, respectively, confirming

that AI tools contribute positively to language skill acquisition. Furthermore, 89.7% believe AI

enhances engagement in language learning.

AI applications also demonstrate their ability to personalize learning experiences, with 43.6% of

participants agreeing and 20.5% strongly agreeing that AI effectively tailors learning content. In

addition, 64.1% of respondents found that integrating AI in classrooms has made lessons more

interactive, further supporting the argument that AI improves student engagement.

The most cited benefits of AI in language learning include:

• Skill improvement (37.5%), encompassing general language proficiency, speaking, writing,

and listening.

• Speaking improvement (25%), highlighting AI’s role in pronunciation and fluency

enhancement.

• Time optimization (12.5%), indicating efficiency in learning processes.

• Personalization (12.5%), underscoring AI’s adaptive learning capabilities.

• Student engagement (12.5%), demonstrating increased motivation through interactive AI-

driven activities.

• Cost of AI tools (11.1%), highlighting affordability issues.

• Distractions from ads and social media (11.1%), emphasizing the risk of digital distractions.

• Limited free features for speaking & listening (11.1%), pointing to a gap in AI accessibility for

oral language practice.

The findings of this study reinforce the growing body of research that highlights the transformative

potential of artificial intelligence (AI) in English language education. AI-powered tools have introduced

new possibilities for personalized learning, adaptive assessments, and real-time feedback, all of which

contribute to increased student engagement and improved learning outcomes (Luckin et al., 2018). The

overwhelmingly positive responses from participants suggest that AI’s ability to enhance classroom

By catering to individual learning needs, AI allows students to progress at their own pace while

reinforcing language skills through interactive, immersive experiences.

Despite these advantages, challenges remain, particularly regarding the reliability and ethical

considerations of AI-generated content. AI-driven language learning platforms are not immune to

inaccuracies, as they sometimes fail to grasp contextual nuances, leading to misinterpretations and

flawed feedback (Selwyn, 2019). This concern is reflected in the study, with 33.3% of respondents

expressing reservations about the reliability of AI-generated information. Additionally, ethical

considerations, including data privacy and algorithmic biases, have been a focal point of recent

academic discussions (Williamson & Eynon, 2020). These concerns necessitate ongoing evaluation to

ensure responsible AI integration in educational settings, protecting student data while fostering

teachers. This supports the argument that AI should be seen as an assistive tool that enhances, rather

than diminishes, the role of educators (Chiu, 2021). Teachers remain indispensable in guiding students

to analyze, interpret, and critically engage with AI-generated content, ensuring that technology is used

as a complement rather than a substitute for human instruction.

Additionally, student engagement is a key driver of AI adoption in language learning. The study results

indicate that 80% of respondents acknowledged AI’s positive impact on motivation and participation.

This aligns with prior research suggesting that AI-driven platforms, particularly those utilizing

gamification and interactive exercises, foster a more engaging learning environment (Luckin, 2018).

However, concerns about AI potentially stifling creativity and critical thinking remain valid.

Approximately 35.9% of respondents strongly agreed that excessive reliance on AI might limit students'

This finding is consistent with warnings in existing literature cautioning against the over-automation of

education, which could inadvertently reduce opportunities for deeper cognitive engagement (Selwyn,

2019).

To ensure that AI fulfills its potential without undermining essential aspects of language learning, future

research should prioritize enhancing AI's reliability and contextual accuracy. Addressing ethical

concerns related to data security and bias is equally important, as is the development of clear

pedagogical frameworks that guide AI’s role in the classroom. Moreover, a balanced approach is

necessary—one that maximizes AI’s strengths while preserving the irreplaceable contributions of

human educators. As AI evolves, collaboration between educators, researchers, and technology

developers will be crucial in shaping its responsible and effective integration into language education.

The survey results provide compelling evidence that artificial intelligence (AI) tools are widely

embraced in English language teaching and learning, significantly enhancing language skill acquisition.

Notably, AI-driven applications have proven particularly effective in refining pronunciation, fostering

fluency, and offering personalized learning experiences tailored to individual student needs. The

overwhelming consensus among respondents underscores AI's role in increasing student engagement

by making lessons more dynamic, interactive, and responsive to diverse learning styles.

Nevertheless, despite these promising advancements, several challenges warrant careful consideration.

The accuracy and reliability of AI-generated content remain pressing concerns, as inconsistencies in

information could impact students' comprehension and overall learning outcomes. Additionally, the

exploring strategies to mitigate digital distractions and lower the cost of AI-driven educational tools

will make these resources more inclusive and beneficial for learners worldwide. As AI continues to

evolve, educators, researchers, and developers must collaborate to harness its full potential while

safeguarding the integrity and effectiveness of language learning experiences. As stated by Russell and

Norvig (2020), Artificial Intelligence will continue to transform how we understand and design human–

machine interaction.

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https://doi.org/10.1080/17439884.2020.1778223