Benefits of AI in English Language Teaching and Learning

Dr. Kamble Sachin Gundurao

Associate Professor and Head,
Department of English,
Dadasaheb Jotiram Godse College,
Vaduj, Tal. Khatav, Dist. Satara
Mobile no. 9552686800
Email – [email protected]

Abstract
AI (Artificial Intelligence) had come into existence as an academic
discipline in 1956. The various subcategories of AI research are
concentrated on the use of specific tools and goals. The conventional
goals of AI include logical reasoning, planning, learning, processing,
perception, natural language and provision of robotics.. The present
paper focuses on the various educational benefits of Artificial
intelligence in English Language teaching and Learning and the review
of identified five key areas in which AI is being used in ELT:
1. Speaking
2. Reading
3. Writing
4. Pedagogy
5. Self-regulation
Interestingly, among the language skills, listening did not emerge as an
area where AI is used for support.
Key words: AI, Artificial intellingence, English Language Teaching
(ELT), Speaking, Reading, Writing, pedagogy,

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Artificial Intelligence is known as AI in today’s era. It is a
field of computer science that progresses and revisions methods of
software and understands the environment and use learning to take
actions. Some of the most profile uses of AI such as advanced
browsing tools or web surfing engine such as google, reference
systems such as YouTube, Amazon, flipkart, Netflix, even
creative and generative tools like ChatGPT, and AI Art.
Artificial Intelligence had come into existence as an
academic discipline in 1956. The various subfields of AI research
are centered on the usage of particular tools and goals. The
conventional goals of Artificial intelligence include logical
reasoning, arrangement, education, processing, perception, natural
dialect and provision of automation. The present paper focuses on
the various educational benefits of Artificial intelligence in English
Language teaching and Learning. The present paper focuses on
the various educational benefits of Artificial intelligence in English
Language teaching and Learning and the review identified five key
areas in which AI is being used in ELT:
1.Speech or communication
 2.Reading
3.Writing
4.Pedagogy
5. Self-regulation
Interestingly, among the language skills, listening did not emerge
as an area where AI is used for support.
Speech or Communication
Speaking, Speech and communication are the most essential skills in
learning any language. English is not exception to it. Though listening is not
an area in AI based use, Speaking or Pronunciation is the primary focused
AI field . There are variety of programmes available for learners who want
to learn English Speaking with proper intonation and stress, for example,
we find that there was a study in 2016 by British Council with Taiwanese
English learners, the AI usage with the pictorial demonstration of the
speech as a spectrograph which encouragingly enhanced the learners’
pronunciation with proper intonation and stress.
Teaching methods and pedagogy concerning English teaching are also
found the new ways in AI and new emerged interesting areas. The usages of
AI as a chatty tool, communication partner, a linguistic coach in multi-
dimensional set up were supporting English teaching-learning
For instance, Alexa, a personal voice assistant proved it. Learners could
converse with Alexa. . We observe that it helps significant exchanges,
supported language vocabulary attainment, better linguistic aids and
providing thought-provoking, pleasing education. Other exercises
emphasized the usage of tutoring and multiple systems to present
information, such as text, images, audio and video. For example, a study by
Shivakumar et al. (2019)shows in a under graduate Classes, students were
provided with an Artificial intelligence coach who gives tutor like
suggestions and instructions to each student’s learning designs and desires,
ensuing in the capability to express more confidently using reliably precise
phonological constructions. Other tools used for enhancing language aids
included using AI for language acknowledgment, adaptive learning, and
programmed language analysis and speech support. For example, in 2023,
AI-assisted phonological exemplary model was developed for Turkish
learners. This system helped them drill, record and react to learners
articulating words, consequential in longer remembering of the vocabulary
and noteworthy assistances in learning consonant and vowel sounds.

Writing:
AI practice in lettering connected mostly to words knowledge and
sentence structure. For illustration, Lo (2023) investigated that access to
neural mechanism transformation databases caused in students’ language
advancement, particularly when focused or definite terminologies were
intricated. Extra mutual usage of AI in script is the practice of AI sentence
structure organizers. For illustration, a learning by Dizon and Gayed (2021)
in under graduate and graduate tutoring institute that students using the
AI-powered tool in which Grammarly did less linguistic mistakes and
inscribed with more verbal disparity than students who did not. Only one
tutorial emphasis, to support giving feedback, arose in AI use for writing
skills.
Revisions looking at pedagogics in script were frequently linked to AI
tools providing feedback via spelling and sentence structure organizers,
along the lines of Dizon and Gayed’s (2021) study with Grammarly (above).
Nazari (2021) also inspected the use of Grammarly as a reaction tool for
English language pupils. They stated constructive consequences, with the
progress in interactive, demonstrative and perceptive commitment, as well
as self-efficacy in script. A number of AI knowledge tools were used to aid
script assistances, comprising language rules and structure organizers,
writing supporters, transformation tools and design regulators. Training
with South Korean college students explored the practice of method
transformation as an orientation instrument for second-language (L2)
writing, observing that using Google Interpreter assisted less-skilled pupils
to show a level of inscription skill that was not meaningfully dissimilar from
that of expert students. It is also instituted that machine conversion helped
students to produce articles with a larger number of lower-frequency, more
composite words and higher-quality sentence structure.

Reading:
Some studies involve the usage of AI for advancing the
comprehensive ability of interpretative reading but these were far fewer
mutual than for the creative expertise of speaking and writing. Vocabulary
was the only feature of emerging interpretative reading skills that seemed to
be a key attention, while only gaming arose as an exact practice to support
pedagogy. For illustration, it is discovered how language knowledge in
reading follows through gaming a key role interceded in English, in the
game Realm of War craft. The conclusions propose that novices have
prospects to study words and comprehend meaning via games beyond what a
textbook or classroom can offer, by contextualizing frequently
decontextualized words. It uses AI to offer that background through the
presence of AI characters which is not operated by human and track
discovery steering procedures that make the atmosphere lively and alluring.
Pedagogics:
This refers to the approaches, plans and methods used to simplify
ELT. It is striking that even with the speedy variations in obtainable tools,
many conservative systems of pedagogics, such as lectures and descriptions,
are immobile in usage. Some studies inspected numerous methods that seem
to offer a more adapted learning method. For illustration, Kim (2022)
discovered the belongings of the educational tactics of score forecasts,
lectures, clarifications and rehearsal exams on Korean students learning for
their Exam of English for International Communication (TOEIC). Students
initiated with an analytical assessment in which the AI then used the
statistics to deliver lectures, elucidations and rehearsal tests at the level
essential by the student that explored a learner-generated context-based
(LGC) approach. They defined LGC as the formation and practice of ultra-
digital tool that enables novices to build a ‘learner-generated context’ and
learn within it. This setting is derived from data that is composed as the
students perform activities and make selections. The arrangement then
adjusts to the learners and provides them with more pleased that ensembles
their inclinations. The investigators reported that the LGC AI-powered
pedagogical approach fostered students’ self- independent learning
experiences.
Self-Regulation:
Pupils’ sentiments, or disturbances, can impact their selections and
adoptions they take. Several studies in our review discovered using AI to
stimulate self-regulation – the capacity to accomplish and regulate one’s
views, feelings, sentiments, behaviours and physical reactions to accomplish
own objectives and preserve well-being. This study investigated the effects
of engaging novices in vigorous thinking, especially concerning their
goals.aims and learning self-sufficiency. It is the trend for AI to permit
novices to vigorously contribute in goal locating and become independent
learners. For instance, chat bots in ELT is to help learner in goal setting and
social manifestation in completely online deeds. This helped novices to
simplify their learning objectives, create methods for setting goals and
promotion of awareness of learning policies in goal setting. In another
research,it is inspected robot-aided language learning, where AI and
computer-generated authenticity were united to generate a structure to use
robots as a device for training English language tour guides to progress a
wisdom of self-sufficiency. The findings of the study identified benefits with
augmented sovereignty, inspiration and engagement. Finally, some of the
researches, we discovered using AI to lessen nervousness, which relates to
students’ anxious sensation about learning English, for illustration, around
speaking in public, making mistakes with words, vocabulary and interacting
with others.
In a nutshell, the use of AI in English Language Teaching and
Learning will prove boon for English Teachers and Learners. Though, today,
there is no rampant use of AI in ELT, but in future, there will be drastic
change in English teaching methods due to AI which will obviously prove
most useful and will pave new ways of English teaching and learning.
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ArtificialintelligenceandEnglishlanguageteachingreport_Fin
al.pdf
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