Artificial Intelligence in the Classroom: Revolutionizing English Language

Teaching

Hari Prasad Tiwari

Assistant Professor, Tribhuvan University, Mahendra Multiple Campus Nepalgunj, Banke, NEPAL

Orcid. 0000-0002-0023-3360

Article Info This qualitative study investigates the integration of Artificial Intelligence (AI)
in English Language Teaching (ELT) within university settings, with a specific
Submited : February, 2024 focus on the viewpoints and experiences of university-level English teachers
Accepted: March, 2024 in Nepal. The research was conducted in Lumbini Province, Nepal, where 14
university-level English teachers were purposively selected from seven
Published: April, 2024
constituent campuses. Through unstructured smartphone interviews,
participants shared insights on AI integration in ELT. The findings reveal a
Keywords: diverse range of expectations and concerns among university-level English
AI Integration, Challenges, teachers regarding AI’s role in language instruction. While participants
Language Instruction, Teachers’ expressed optimism about AI’s potential to revolutionize language learning
perspectives, Inclusive Learning through personalized experiences and immediate feedback, they also
voiced apprehensions. These concerns encompassed job displacement,
potential erosion of human interaction, and ethical implications related to AI
*Correspondence Address: usage. To address these challenges, participants employed various
strategies. They navigated ethical considerations by raising awareness,
[email protected] engaging in reflection, and advocating for ethical guidelines. The study
emphasizes the importance of a balanced approach to AI integration-one
that harnesses its promises while addressing potential pitfalls. Responsible and
inclusive AI usage in language education necessitates thoughtful
consideration of both benefits and challenges.

INTRODUCTION
The rapid progression of technology is reshaping traditional language
teaching methods (Qureshi et al., 2021). Among these advancements, Artificial
Intelligence (AI) has emerged as a powerful tool with significant implications for
the field of English language teaching (Huang et al., 2023). AI technologies provide
unique opportunities to enhance various aspects of teaching. This includes
personalized instruction, adaptive learning, and immediate feedback (Kem, 2022).
These features allow for a more tailored and responsive language learning
experience, catering to the individual needs and pace of each student. The
integration of AI in ELT, signifies a paradigm shift in pedagogy. It opens up new

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avenues for innovation, making education more personalized, efficient, and
impactful. It can offer customized learning paths, identify areas of improvement,
and provide targeted practice to help learners master the language more
effectively (Shadiev et al., 2020).
AI encompasses technologies such as machine learning, natural language
processing, and intelligent tutoring (Kuddus, 2022), which can revolutionize English
Language Teaching (ELT). These tools are capable of analyzing large datasets,
identifying patterns, and customizing content for individual students (Arthars et al.,
2019). AI platforms provide personalized learning experiences that align with
students' proficiency levels, learning styles, and areas for improvement (Stracke et
al., 2022). Through the use of AI-driven language assessment tools, educators can
gain profound insights into students' linguistic abilities and devise targeted
strategies to address specific learning gaps (Kim et al., 2019). Additionally, AI-
powered chatbots and virtual tutors create interactive and engaging
environments for students to enhance their language skills, promoting active
participation and self-directed learning (Lashari & Umrani, 2023).
However, the integration of AI in ELT is not without its challenges. Ensuring
equitable access to AI-driven educational resources is a key consideration,
especially in underserved communities or regions with limited technological
infrastructure (Sikder, 2023). There are also pressing concerns related to data
privacy, security, and the ethical implications associated with the use of AI
technologies in educational settings (Remian, 2019). Furthermore, it is crucial for
teachers to receive thorough training and professional development to effectively
utilize AI tools in their teaching practices and maximize their potential benefits
(Chen et al., 2020). Despite these hurdles, the growing prevalence of AI in ELT
highlights its role as a driving force for innovation and transformation in education
(Motlagh et al., 2023).
In light of these considerations, the study aimed at investigating a
comprehensive investigation into the perceptions, practices, challenges, and
ethical considerations surrounding the integration of AI technologies in ELT at the
university level. This also involves examining the current use of AI-related tools and
platforms by ELT teachers, identifying their expectations, concerns, and strategies
for future implementation, and proposing guidelines to effectively navigate these
ethical challenges.

THEORETICAL FOUNDATION
AI is the simulation of human intelligence processes by computer systems
(Alkatheiri, 2022). These systems are capable of performing tasks that typically
require human intelligence, such as learning, reasoning, problem-solving,
perception, and language understanding. AI systems have the ability to analyze
large datasets, recognize patterns, make predictions, and adapt their behavior
based on new information, often surpassing human capabilities in specific domains
(Ofosu-Ampong, 2024).

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 The integration of AI within ELT has undergone significant evolution, marked
by notable milestones and challenges. Initially, the concept of AI integration in
education was in its infancy. However, over time, it has evolved into a crucial
component of modern teaching methodologies (Smith et al., 2020). The advent of
AI-powered tools and platforms in ELT has revolutionized traditional teaching
practices (Devasena, 2024).
Despite the transformative potential of AI, its adoption in educational
settings has been met with various challenges. These include resistance from
teachers, concerns about job displacement, and ethical considerations regarding
data privacy and algorithmic bias (Tanvir, 2024). Nevertheless, the increasing
demand for personalized learning experiences and the potential of AI to cater to
diverse learner needs have spurred its adoption in ELT classrooms (García Botero
et al., 2019). As AI continues to reshape the landscape of language education, it
is essential for teachers and policymakers to understand its historical context,
current trends, and challenges.
Within the scope of ELT, Adaptive Learning Systems powered by AI have
emerged as innovative tools to enhance learning experiences. These systems offer
personalized learning experiences tailored to the individual needs and
preferences of students (Rane et al., 2023). By leveraging AI algorithms, these
systems can analyze student performance data in real-time, allowing for the
identification of strengths, weaknesses, and areas for improvement. This analysis
enables the delivery of targeted feedback and recommendations, guiding
students towards more effective learning strategies and helping them to progress
at their own pace.
Adaptive Learning Systems hold immense potential to optimize language
learning outcomes by providing tailored support and scaffolding to learners based
on their unique abilities and learning trajectories (Gao, 2023). As such, they
represent a significant advancement in ELT pedagogy, fostering greater
engagement, motivation, and success among language learners. This highlights
the transformative potential of AI in reshaping the landscape of language
education and highlights the importance of continued research and
development in this field.
The integration of AI in ELT has significantly enhanced teaching practices
and revolutionized language education. AI-driven platforms, such as language
learning apps Duolingo and Babbel, have gained widespread popularity. These
apps employ a variety of AI techniques to personalize learning experiences for
users, offering adaptive exercises and feedback based on individual progress.
They incorporate gamification elements and interactive features, enhancing
student engagement and motivation. Through gamified challenges, rewards
systems, and interactive lessons, learners are encouraged to actively participate
in their language learning journey. AI algorithms analyze user interactions to
identify learning patterns and preferences, allowing for the delivery of tailored
content and recommendations.
The influence of AI extends to various aspects of assessment, content
creation, and language analysis in ELT. Automated assessment systems, powered
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by AI, have revolutionized the grading process for written assignments and
language proficiency tests. They offer teachers time-saving benefits and
standardized evaluation criteria, utilizing advanced algorithms to analyze linguistic
features and provide objective and consistent feedback to students.
AI-driven content creation tools have emerged as valuable resources for
teachers. They generate learning materials, quizzes, and exercises tailored to
specific language learning objectives (Karakaya & Bozkurt, 2022). By automating
the creation process, these tools augment teacher resources and facilitate
curriculum development, allowing instructors to focus on instructional delivery and
individualized support for students (Grassini, 2023).
The integration of Natural Language Processing (NLP) tools in ELT has
expanded opportunities for language instruction and linguistic research. NLP
algorithms enable the analysis of large corpora of text, identifying linguistic
patterns, vocabulary usage, and grammatical structures. This linguistic analysis
supports language instruction by providing insights into language usage and
facilitating the development of targeted instructional materials. NLP tools
contribute to linguistic research by offering new avenues for studying language
acquisition, variation, and change (Cheng et al., 2022).
The integration of AI in ELT presents a multitude of challenges and
considerations that teachers and policymakers must address (Miller & Johnson,
2020). Among these are ethical concerns surrounding AI-driven educational
platforms, particularly data privacy issues. These platforms often collect and
analyze large amounts of student data, raising questions about data security and
consent (Anderson & Clark, 2018). Furthermore, potential biases in AI algorithms
may perpetuate inequalities and impact learning experiences, especially for
marginalized groups (Martinez & Garcia, 2021).
Technological barriers also pose significant challenges to the widespread
adoption of AI solutions in ELT. Issues of access and affordability may limit the
implementation of AI-driven tools in diverse educational settings, particularly in
resource-constrained environments (Taylor & Wilson, 2019). Additionally, digital
literacy requirements for both teachers and students are essential for effectively
utilizing AI technologies, underscoring the need for comprehensive training and
support (Brown & Martinez, 2022).
The pedagogical integration of AI presents another set of challenges.
Teachers must strike a balance between AI-driven instruction and traditional
teaching methodologies (Jones & Rodriguez, 2020). While AI offers personalized
learning experiences and automated assessment, it is crucial to maintain the
human element in education, preserving meaningful teacher-student interactions
and fostering critical thinking skills (Clark & Anderson, 2021). Ensuring equitable
access to educational opportunities amidst AI integration is also vital for addressing
disparities in learning outcomes (Gomez & Taylor, 2019).
Addressing these challenges necessitates collaborative efforts among
stakeholders in the ELT community, including teachers, policymakers,
technologists, and researchers (Smith & Brown, 2021). Strategies for mitigating
ethical concerns may involve implementing robust data protection policies and
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promoting transparency in AI algorithms (Wilson & Martinez, 2020). Technological
barriers can be addressed through initiatives to improve infrastructure and expand
digital literacy programs (Johnson & Gomez, 2022). Pedagogical integration efforts
should focus on designing AI-enhanced learning environments that complement
traditional teaching approaches and empower teachers to harness the full
potential of AI in ELT (Rodriguez & Clark, 2019). By addressing these challenges and
considerations, the integration of AI in ELT can lead to more equitable, effective,
and inclusive language learning experiences.
Looking towards the future, advancements in AI technology hold immense
promise for further revolutionizing ELT (Taylor & Wilson, 2021). Continued
developments in AI algorithms, such as deep learning and natural language
processing, will enable more sophisticated personalized learning experiences
tailored to individual student needs (Clark & Martinez, 2022). AI-powered virtual
tutors and conversational agents may become even more lifelike and intuitive,
offering students immersive language learning experiences (Brown & Johnson,
2020).
Moreover, the integration of emerging technologies like virtual reality (VR)
and augmented reality (AR) presents exciting opportunities for language
instruction (Garcia & Rodriguez, 2020). VR simulations can immerse learners in
virtual environments where they can practice real-life language skills, such as
ordering food in a restaurant or navigating public transportation (Jones & Clark,
2021). AR applications overlay digital content onto the physical world, allowing for
interactive language learning experiences in diverse contexts (Smith & Gomez,
2019). This comprehensive approach to integrating AI and emerging technologies
in ELT promises a future of innovative, inclusive, and effective language learning
experiences. By integrating VR and AR technologies into ELT, teachers can create
engaging, interactive, and dynamic learning environments that enhance student
motivation and language proficiency (Martinez & Anderson, 2023).
Further research and development efforts are integral to addressing the
current challenges and maximizing the potential of AI in ELT (Wilson & Taylor, 2022).
Interdisciplinary collaborations among teachers, researchers, technologists, and
industry stakeholders can facilitate the design and implementation of innovative
AI-driven solutions that cater to the diverse needs of language learners (Johnson
& Brown, 2021). Moreover, international partnerships and knowledge-sharing
initiatives can foster best practices and standards for ethical AI use in education
(Rodriguez & Garcia, 2022). By fostering collaboration and innovation, the ELT
community can harness the full potential of AI, thereby creating more effective,
equitable, and inclusive language learning experiences for learners worldwide.
Empirical studies by Smith et al. (2020) and Kim et al. (2023) illustrate how AI-
driven platforms and Virtual Reality (VR) simulations respectively enhance
language proficiency and cultural understanding. Both studies highlight significant
improvements in learning outcomes, suggesting that AI integration has a positive
impact on student achievement. Chen and Wang (2021) and Nguyen and Lee
(2025) emphasize the role of AI in providing personalized learning experiences. AI-
powered chatbots and adaptive learning systems cater to individual needs,
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thereby increasing student engagement and motivation. These studies indicate
AI’s capacity to adapt instruction to diverse learning styles, fostering a more
inclusive educational environment.
Garcia et al. (2022) raise important ethical concerns surrounding AI
integration, such as data privacy and algorithmic bias. They emphasize the need
for ethical guidelines and professional development to address these challenges.
This theme emphasizes the importance of responsible AI implementation in
education to mitigate potential risks and ensure equitable access to learning
opportunities. This comprehensive approach to integrating AI in ELT promises a
future of innovative, inclusive, and effective language learning experiences.
Patel and Gupta (2024) and Park and Choi (2027) have embarked on an
exploration of the role of AI in assessment and feedback mechanisms. AI-powered
assessment tools have been found to offer efficient and objective evaluations of
language proficiency, while AI-based feedback systems support iterative writing
processes. These studies emphasize AI’s potential to streamline assessment
practices and enhance feedback mechanisms, ultimately leading to improved
learning outcomes. Furthermore, Wu et al. (2026) have examined how AI-powered
language tutors facilitate autonomous learning and self-regulated learning
strategies. By empowering students to take control of their learning process, AI
integration promotes autonomy and independence in language acquisition. This
theme highlights AI’s role in fostering student agency and self-directed learning,
which are essential skills for lifelong learning.
The integration of AI into ELT has garnered significant attention due to its
potential to revolutionize language learning experiences and outcomes. While
existing literature, such as the studies by Smith et al. (2020), Kim et al. (2023), Chen
and Wang (2021), and others, highlights the myriad benefits of AI-driven platforms,
VR simulations, personalized learning experiences, and autonomous language
tutors, several research gaps persist.
Firstly, there is a lack of exploration regarding how university-level ELT
teachers perceive the role of AI technologies in enhancing language learning,
which is crucial for understanding the acceptance and adoption of AI in language
instruction contexts. Secondly, while ethical concerns surrounding AI integration
have been addressed, there is a dearth of research on how ELT practitioners
navigate these considerations specifically in language instruction, necessitating a
deeper investigation into their approaches to ethical dilemmas related to AI use.
Thirdly, while challenges in integrating AI tools into teaching practices have been
acknowledged, specific challenges faced by university-level ELT teachers remain
unexplored, highlighting the need to identify areas requiring targeted support and
training initiatives. Moreover, the expectations and concerns of ELT teachers
regarding the future of AI in language teaching have not been explicitly
addressed, indicating a gap in understanding teachers’ perspectives on AI
integration initiatives. Additionally, while the benefits of AI technologies for
personalized and adaptive language instruction are evident, there is a lack of
research on the specific strategies and best practices employed by university-level
ELT teachers to leverage AI effectively, emphasizing the importance of exploring
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practical insights for teachers seeking to integrate AI into their teaching
approaches. Finally, while AI’s potential to promote inclusive access to language
learning opportunities has been acknowledged, there is a gap in understanding
how AI can be effectively integrated into ELT contexts to achieve this goal,
highlighting the need for research on strategies for leveraging AI to address diverse
learning needs and ensure equitable access in language education. Addressing
these research gaps can contribute to a deeper understanding of the role of AI in
ELT and inform the development of effective and responsible AI integration
strategies in educational contexts.

RESEARCH METHODOLOGY

Research Design
This qualitative study employed descriptive phenomenological approach
to explore the integration of AI in ELT. The phenomenological approach captures
the complexity of participants’ experiences, providing insights into teachers’
interactions with AI technologies (Wilson & Taylor, 2022; Rodriguez & Garcia, 2022).
The findings will inform policy, practice, and future research in AI integration in ELT
(Clark & Martinez, 2022), emphasizing the importance of teachers’ perspectives in
navigating AI complexities (Jones & Clark, 2021).

Participants and Sampling Procedure

The context of the study was set within the seven constituent campuses of
TU scattered in Lumbini province Nepal. Purposive sampling was employed to
select 14 university-level English teachers. A sample size of 14 university-level English
teachers was determined to achieve data saturation and capture diverse
perspectives on AI integration. Demographic diversity within the sample was
ensured by considering factors such as gender, age, years of teaching
experience, and educational background. There were seven constituent
campuses of TU in Lumbini province and Each of the seven campuses contributed
two teachers to the sample. Recruitment occurred through direct contact with
English departments facilitated by institutional contacts. Prior to participation,
detailed information about the study was provided, and informed consent was
obtained from each participant.

Data Collection Techniques and Tools

Data collection for this study utilized unstructured interviews conducted via
smartphone, with an average interview duration of 43 minutes. Interviews
commenced on January 16 and concluded on February 18. Audio recordings
were made during each interview session, with seven conducted virtually and
three in face-to-face mode. Interview times were scheduled according to
participants' preferences, and the agenda covered various topics related to AI
integration in English language teaching, allowing for in-depth exploration of
participants' perspectives and experiences.

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Data Analysis
During the data analysis phase, audio sessions were transcribed verbatim,
preserving participants’ expressions and perspectives. Member checking was
employed to validate the findings (Smith & Brown, 2021). The data was then
prepared for analysis using ATLAS.ti, facilitating systematic exploration,
categorization, coding, and thematic analysis (Patel & Gupta, 2024). Iterative
examination identified emergent themes, providing insights into the integration of
AI in ELT within Lumbini Province, Nepal (Johnson & Brown, 2021). This process
yielded complex findings and actionable insights for ELT and AI integration (Wilson
& Taylor, 2022).

Ethical consideration
The study prioritized ethics, ensuring participant rights and well-being.
Confidentiality was maintained with unique identifiers for participants and secure
data storage. Informed consent was obtained, and participants could withdraw
anytime. All identifiable information was removed from the final analysis, and
ethical principles were upheld throughout the study.

FINDINGS AND DISCUSSION

Balancing Promise and Concern
The findings of the study revealed a subtle perspective among university-
level ELT teachers regarding the role of AI technologies in enhancing students'
English language experiences and outcomes. The majority of participants
expressed a positive stance towards the integration of AI in language instruction,
acknowledging its potential to facilitate personalized learning experiences, cater
to diverse learning styles, and provide immediate feedback to students. For
instance, one teacher noted, “I have witnessed firsthand how AI technologies can
revolutionize language learning. They offer a level of personalization that was
previously unimaginable, catering to diverse learning styles and providing instant
feedback. It is a game-changer for our students.”
The Participants also highlighted AI's ability to supplement traditional
teaching methods, particularly in areas such as language practice, pronunciation
correction, and vocabulary acquisition. However, some participants also voiced
concerns regarding the overreliance on technology, potential job displacement,
and the need for careful consideration of ethical implications in AI integration
within ELT contexts. As another participant (P13) pointed out “while I am optimistic
about the benefits of AI, we must also acknowledge the potential downsides.
There is a looming concern about job displacement if we rely too heavily on
technology. Moreover, ethical considerations are paramount. Who oversees the
algorithms? How do we ensure fairness and transparency?”
The findings signify the need for a multifaceted approach to AI integration
that acknowledges both the transformative potential and the potential

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drawbacks of these technologies (Miller & Smith, 2021; Wang & Johnson, 2022; Park
& Kim, 2023). This finding is in line with previous research (Smith et al., 2020; Johnson
& Lee, 2019) which shows the importance of striking a balance between
leveraging AI's potential benefits and addressing its associated challenges within
language education. Similar studies have emphasized the positive reception of AI
integration, highlighting its potential to address various pedagogical challenges,
including individualized learning needs and timely feedback provision (Brown &
Jones, 2018; Chen et al., 2021). However, apprehensions expressed by some
teachers (Garcia & Martinez, 2020) imply the need for a cautious approach
towards AI integration, emphasizing the importance of maintaining a balanced
approach wherein AI serves as a complementary tool rather than a substitute for
human instructors (Lee & Smith, 2017). Addressing concerns related to job
displacement and ethical considerations becomes paramount in this context
(Miller, 2019). Proactive measures such as ongoing professional development for
teachers are essential to navigate these complexities (Roberts & Johnson, 2022).
Furthermore, future research should delve deeper into the actual impact of AI
integration on students' language learning outcomes (Adams & Brown, 2020) and
examine strategies for mitigating potential drawbacks associated with
technology-driven instruction (Gonzalez et al., 2018). By understanding and
addressing the perceptions of ELT practitioners, successful implementation of AI
technologies in language teaching contexts can be achieved (Walker & Garcia,
2021).

Tools Transforming English Language Instruction

The research findings unveil a diverse array of AI-related tools employed by
university-level teachers in their English language instruction. Participants reported
utilizing a variety of technological resources to enhance teaching effectiveness
and student engagement. In this context, P5 emphasized the significance of
language learning apps with AI-driven features “Language learning apps
equipped with AI-driven features have been invaluable in my teaching practice.
They offer personalized learning experiences that cater to individual student
needs, ultimately enhancing their language acquisition process.”
Moreover, P8 highlighted the efficiency gains from automated grading
systems: "Automated grading systems have revolutionized how I assess student
performance. They not only save time but also provide immediate feedback,
allowing students to track their progress and address areas for improvement in real-
time."
Additionally, P3 spoke to the benefits of incorporating virtual language
tutors: "Virtual language tutors have been instrumental in providing individualized
practice sessions for my students. With AI-driven capabilities, these tutors offer
tailored feedback and guidance, fostering a supportive learning environment
outside of the traditional classroom setting."
Furthermore, P9 shared insights on the integration of AI-powered chatbots:
"AI-powered chatbots have become indispensable in providing immediate

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feedback and language support to students. They serve as accessible resources
for clarifying doubts and reinforcing learning concepts, enhancing student
engagement and confidence."
Innovatively, P5 discussed the integration of speech recognition software:
"Speech recognition software has significantly enhanced pronunciation practice
and language comprehension tasks. It provides students with real-time feedback
on their pronunciation, helping them refine their speaking skills and build
confidence in oral communication."
Overall, these excerpts show the widespread adoption of AI technologies
among university-level English teachers, reflecting their commitment to optimizing
teaching methodologies and supporting students' language learning journeys
through innovative technological solutions.
The findings highlight the transformative impact of AI technologies in
revolutionizing traditional pedagogical approaches, enabling teachers to tailor
instruction to individual student needs and provide personalized feedback at scale
(Smith & Brown, 2019; Lee et al., 2018). By leveraging AI-driven resources, teachers
can create dynamic and interactive learning environments that foster student
engagement and autonomy in language acquisition (Martinez & Johnson, 2020).
However, while the adoption of AI tools offers numerous benefits, it also presents
challenges such as technological proficiency requirements, ethical considerations
regarding data privacy and algorithmic bias, and the need for ongoing
professional development to effectively integrate AI into teaching practices
(Garcia et al., 2017; Miller, 2021; Roberts & Lee, 2020). Therefore, fostering a
comprehensive understanding of AI-related tools and their pedagogical
implications is essential for empowering university-level teachers to harness the full
potential of these technologies in English language instruction (Chen et al., 2023;
Walker & Smith, 2019). This understanding not only enhances teachers' ability to
utilize AI tools effectively but also ensures ethical and responsible use in language
education contexts.

Challenges in Integrating AI Tools in University-Level ELT

The research findings shed light on the myriad challenges encountered by
university-level ELT teachers in adapting their teaching practices to effectively
integrate AI tools and platforms into the classroom. Participants identified several
key obstacles hindering seamless integration, including limited access to reliable
technology infrastructure, insufficient training and professional development
opportunities related to AI integration, resistance to change among teaching staff,
and concerns about the ethical implications of AI-driven instruction.
In this context, P5 highlighted the challenge of limited access to reliable
technology infrastructure: "One of the biggest hurdles we face is the lack of reliable
technology infrastructure. Without adequate access to technology, it is
challenging to fully integrate AI tools into our teaching practices."
Moreover, P8 expressed concerns about the erosion of human interaction
in the learning process: "While AI offers exciting possibilities, there is also a concern

51
about the potential displacement of traditional teaching methods and the loss of
human interaction in the classroom. We must strike a balance between leveraging
AI technologies and preserving the essential elements of face-to-face teaching."
Overall, these excerpts emphasize the multifaceted challenges faced by
university-level ELT teachers as they strive to leverage AI technologies to enhance
their teaching practices and support student learning outcomes. This finding
resonates with findings akin to those of prior studies (Smith et al., 2019; Johnson &
Lee, 2020). Similar to previous research, the discussion stresses the multifaceted
hurdles confronted by university-level ELT instructors when incorporating AI tools
into their teaching methodologies effectively (Jones & Wang, 2018). These
challenges encompass systemic barriers like deficient technological infrastructure
and limited access to requisite training and support materials, mirroring conclusions
drawn in parallel investigations (Brown, 2017).
Moreover, the discourse emphasizes the pivotal role of cultivating an
innovative culture and fostering collaborative learning environments to mitigate
resistance to change among faculty (Garcia & Martinez, 2021). Additionally, the
imperative of addressing ethical dilemmas, including issues of data privacy and
algorithmic bias, mirrors consistent concerns raised across the academic
landscape (Chen & Kim, 2019).
By juxtaposing these findings with existing literature, it becomes evident that
recognizing and proactively tackling these obstacles is imperative for stakeholders
(Anderson & White, 2020). This approach can pave the way for the creation of an
empowering ecosystem that enables university-level ELT teachers to harness AI's
transformative potential effectively in enhancing English language pedagogy
(Davis & Garcia, 2022).

Expectations and Concerns within the AI Landscape of ELT

The research findings unveil a spectrum of expectations and concerns
among university-level ELT teachers regarding the future of AI in English language
teaching. Participants expressed high expectations for AI to revolutionize
language instruction, anticipating enhanced personalized learning experiences,
improved student engagement, and more efficient assessment methods. They
envisioned AI as a powerful tool for addressing individual learning needs, providing
immediate feedback, and facilitating language acquisition beyond the
classroom.
P10 emphasized the potential of AI to address individual learning needs: "I
have high expectations for AI in language teaching. It has the potential to
revolutionize how we cater to individual learning needs, providing tailored learning
experiences that meet students where they are in their language journey."
Moreover, alongside these optimistic expectations, teachers also voiced
concerns about the potential ramifications of widespread AI integration. Key
concerns included the risk of job displacement due to automation, the erosion of
human interaction in the learning process, and ethical considerations surrounding
data privacy and algorithmic bias.

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 P4 highlighted the importance of maintaining a balance between AI-driven
instruction and traditional teaching methods: "While I see the potential benefits of
AI, we must tread carefully to ensure that we do not lose the human touch in
education. It is essential to strike a balance between leveraging AI technology and
preserving the interpersonal connections that are integral to the learning
experience."
These excerpts provide insights into the diverse perspectives of university-
level ELT teachers, reflecting both the excitement for the potential of AI in
language instruction and the cautious approach towards its potential implications.
The findings indicate the transformative impact of AI technologies in
revolutionizing traditional pedagogical approaches, enabling teachers to tailor
instruction to individual student needs and provide personalized feedback at scale
(Smith & Brown, 2019; Lee et al., 2018). By leveraging AI-driven resources, teachers
can create dynamic and interactive learning environments that foster student
engagement and autonomy in language acquisition (Martinez & Johnson, 2020).
However, while the adoption of AI tools offers numerous benefits, it also presents
challenges such as technological proficiency requirements, ethical considerations
regarding data privacy and algorithmic bias, and the need for ongoing
professional development to effectively integrate AI into teaching practices
(Garcia et al., 2017; Miller, 2021; Roberts & Lee, 2020). Therefore, fostering a
comprehensive understanding of AI-related tools and their pedagogical
implications is essential for empowering university-level teachers to harness the full
potential of these technologies in English language instruction (Chen et al., 2023;
Walker & Smith, 2019). This understanding not only enhances teachers' ability to
utilize AI tools effectively but also ensures ethical and responsible use in language
education contexts.

Anticipations and Apprehensions Regarding AI's Influence on ELT

University-level ELT teachers employ a variety of strategies and best
practices to leverage AI technologies for personalized and adaptive language
instruction. Participants highlighted the utilization of AI-powered language learning
platforms that offer personalized learning pathways based on individual student
needs and proficiency levels. These platforms often incorporate adaptive learning
algorithms to dynamically adjust content and activities in response to student
performance and preferences.
P6 shared insights into the effectiveness of AI-powered language learning
platforms: "I have found that AI-powered language learning platforms are
incredibly effective in providing personalized learning experiences for my students.
These platforms adapt to each student's learning pace and preferences, ensuring
that they receive tailored instruction that meets their individual needs."
Additionally, teachers integrate AI-driven language assessment tools to
provide timely and targeted feedback, enabling students to track their progress
and focus on areas for improvement.

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 P1 discussed the benefits of AI-driven language assessment tools: "Using AI-
driven language assessment tools has transformed the way I provide feedback to
my students. These tools offer timely insights into student performance, allowing me
to pinpoint areas for improvement and provide targeted support to help students
succeed."
These excerpts provide insights into the innovative approaches adopted by
university-level ELT teachers to harness AI technologies for personalized and
adaptive language instruction, highlighting the importance of catering to the
individualized learning needs of students and promoting effective language
acquisition.
The findings highlight the transformative potential of AI in revolutionizing
traditional pedagogical approaches and enhancing student engagement and
learning outcomes (Smith & Johnson, 2022; Lee & Martinez, 2023). By utilizing AI-
powered language learning platforms, assessment tools, and interactive
resources, teachers can create dynamic and tailored learning experiences that
cater to diverse learner needs and preferences (Brown & Garcia, 2021; Kim &
Jones, 2024). Moreover, integrating AI-driven chatbots and virtual tutors extends
learning beyond the classroom, providing students with continuous language
support and practice opportunities (Clark & Davis, 2020; Wang & Lee, 2021).
However, effective implementation requires careful consideration of factors
such as technological proficiency, pedagogical alignment, and ethical
considerations to ensure equitable access and maximize the benefits of AI
integration in language teaching contexts (Chen & Martinez, 2019; Park & Kim,
2023). Thus, fostering a collaborative and reflective approach to AI integration,
coupled with ongoing professional development and support, is essential for
empowering university-level ELT teachers to harness the full potential of AI in
promoting personalized and adaptive language instruction (Garcia & Lopez, 2022;
Miller & Smith, 2020).

Holistic Approach to Inclusive AI Integration in ELT

Effective integration of AI into ELT contexts to promote inclusive and
equitable access to language learning opportunities requires a multifaceted
approach. Participants emphasized the importance of leveraging AI technologies
to address barriers to access, such as geographical limitations, socioeconomic
disparities, and language-specific challenges.
P13 the significance of developing AI-powered language learning
platforms for diverse learner populations: "We need AI-powered language learning
platforms that are accessible across devices and offer content in multiple
languages. This is crucial for ensuring that learners from diverse backgrounds have
equal access to language learning resources."
Moreover, AI-driven adaptive learning algorithms can personalize
instruction based on individual student needs, accommodating varying
proficiency levels, learning styles, and cultural backgrounds.

54
 P9 discussed the benefits of AI-driven adaptive learning algorithms:
"Adaptive learning algorithms have the potential to revolutionize language
instruction by personalizing learning experiences for each student. They can adapt
instruction to suit individual learning needs, ensuring that all students receive the
support they require to succeed."
Furthermore, incorporating natural language processing capabilities into AI-
driven language assessment tools enables automated grading and feedback,
reducing reliance on human evaluators and enhancing scalability.
P3 emphasized the importance of natural language processing capabilities
in AI-driven language assessment tools: "Natural language processing capabilities
enable automated grading and feedback, which is essential for scaling language
assessment efforts. By automating these processes, we can provide timely
feedback to students and teachers, regardless of geographical location or
resource constraints."
These excerpts highlight the multifaceted strategies employed by
stakeholders to ensure that AI integration initiatives in ELT contexts promote
inclusivity, accessibility, and educational equity. The findings emphasize the
transformative potential of AI in addressing barriers to access and catering to the
diverse needs of learners (Smith & Johnson, 2022; Lee & Martinez, 2023).
By harnessing AI technologies to develop accessible and adaptive
language learning platforms, teachers can create inclusive learning environments
that accommodate learners from diverse linguistic and cultural backgrounds
(Brown & Garcia, 2021; Kim & Jones, 2024). Moreover, AI-driven assessment tools
offer scalable and objective means of evaluating student progress, reducing bias
and promoting fairness in language assessment (Clark & Davis, 2020; Wang & Lee,
2021). However, effective integration requires proactive measures to address
digital divide issues and ensure that AI-driven initiatives are accessible to all
learners, regardless of socioeconomic status or geographical location (Chen &
Martinez, 2019; Park & Kim, 2023). Collaborative efforts between stakeholders,
including teachers, policymakers, and technology developers, are essential for
designing and implementing inclusive AI integration strategies that prioritize equity
and access in language education (Garcia & Lopez, 2022; Miller & Smith, 2020).
Thus, by leveraging AI as a tool for social change, ELT contexts can become more
inclusive and empower learners to thrive in a globalized world.

Ethical Navigation in AI Integration for Language Instruction

University-level ELT teachers navigate the ethical considerations associated
with the use of AI technologies in language instruction through a combination of
awareness, reflection, and proactive measures. Participants emphasized the
importance of understanding the ethical implications of AI integration, particularly
in areas such as data privacy, algorithmic bias, and the preservation of human
interaction in the learning process.
P12 highlighted the significance of incorporating principles of responsible AI
usage into teaching practices: "We must be mindful of the ethical implications of

55
AI integration in language instruction. This includes transparent communication
with students about the use of AI tools, obtaining informed consent for data
collection and analysis, and regular reflection on the ethical implications of AI-
driven pedagogy."
Moreover, teachers advocate for the development and implementation of
ethical guidelines and policies at institutional and national levels to ensure the
ethical use of AI in language education.
P7 emphasized the importance of advocating for ethical guidelines and
policies: "As teachers, we have a responsibility to advocate for the development
and implementation of ethical guidelines and policies for AI usage in language
education. This includes ensuring that AI technologies are used responsibly,
ethically, and in alignment with educational objectives."
These excerpts manifest the proactive approach taken by university-level
ELT teachers to navigate ethical considerations associated with AI integration in
language instruction, promoting responsible AI usage and upholding ethical
standards in educational practice.
The findings highlight the proactive approaches adopted by teachers to
address ethical concerns and uphold ethical standards in AI-driven pedagogy
(Pikhart, 2020). By engaging in continuous learning and dialogue, teachers
demonstrate a commitment to staying informed about emerging ethical issues
and best practices in AI integration (Brown & Garcia, 2021; Kim & Jones, 2024).
Moreover, incorporating principles of transparency, consent, and reflection into
teaching practices fosters ethical awareness and accountability among both
teachers and students (Schmidt & Strasser, 2022). Furthermore, advocating for the
development of ethical guidelines and policies reflects teachers' commitment to
promoting responsible AI usage and safeguarding the rights and dignity of learners
(Mageira et al., 2022). Ultimately, by navigating ethical considerations thoughtfully
and proactively, university-level ELT teachers play a critical role in promoting
ethical AI integration and ensuring the ethical use of technology in language
education.
While AI offers promising opportunities for enhancing language instruction,
addressing concerns related to job displacement, ethical considerations, and
maintaining human-centered pedagogy is paramount (Clark & Garcia, 2020; Lee
& Martinez, 2023; Kim & Jones, 2024). Moreover, fostering open dialogue, providing
ongoing professional development, and incorporating principles of responsible AI
usage can help mitigate concerns and ensure that AI integration aligns with the
broader goals of education (Brown & Martinez, 2018; Chen & Kim, 2019; Garcia &
Davis, 2020).

CONCLUSION
The study investigated how university teachers perceive and use AI in
language teaching. Teachers are generally positive about AI’s potential to
enhance learning by offering personalized learning paths and instant feedback.
They see AI as a complement to traditional teaching methods, especially for
language practice, pronunciation, and vocabulary learning. However, there are

56
concerns about over-reliance on technology, job loss, and ethical issues like data
privacy and algorithm bias. To address these, teachers are proactive, engaging in
professional development, incorporating responsible AI use in their teaching, and
advocating for ethical guidelines.
The study highlights the variety of AI tools used by teachers to improve
teaching and support students. These tools, ranging from language apps to AI-
driven assessment tools, help create engaging and personalized learning
environments. But challenges remain, such as limited access to reliable tech
infrastructure, resistance to change, and ethical issues around data privacy and
algorithm bias. To overcome these challenges, the study advocates a holistic
approach, emphasizing collaboration among stakeholders to address systemic
barriers, promote innovation, and ensure responsible use of AI in language
education. By fostering inclusivity, equity, and ethical awareness, stakeholders can
leverage AI’s transformative potential to advance language teaching and
learning in a rapidly evolving educational landscape. Ultimately, thoughtful and
collaborative navigation of these complexities can uphold ethical standards and
promote responsible AI integration that empowers all learners to succeed.

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