Artificial Intelligence in English Language Teaching: Transforming Pedagogy, Assessment, and Learner Engagement
TL;DR
It is argued that AI should not be viewed as a replacement for English teachers, but as a pedagogical partner that can enhance human teaching when used critically, ethically, and contextually.
Abstract
Artificial Intelligence has emerged as a transformative force in English Language Teaching by reshaping classroom pedagogy, assessment practices, and learner engagement. In the contemporary educational environment, AI-based tools such as intelligent tutoring systems, automated writing evaluation platforms, chatbots, speech recognition applications, adaptive learning systems, and generative AI models are increasingly influencing how English is taught and learned. This paper examines the role of Artificial Intelligence in English Language Teaching with special focus on three major areas: pedagogical transformation, assessment innovation, and learner engagement. The study adopts a qualitative and analytical approach based on recent developments in AI-supported language education. It argues that AI can support personalized learning, immediate feedback, learner autonomy, differentiated instruction, and interactive language practice. At the same time, the paper highlights important challenges such as academic integrity, overdependence on technology, unequal digital access, ethical concerns, teacher preparedness, data privacy, and the risk of reducing language learning to automated performance. The paper concludes that AI should not be viewed as a replacement for English teachers, but as a pedagogical partner that can enhance human teaching when used critically, ethically, and contextually.