Surveying 1,348 teachers globally, it found diverse usage of AI tools like language apps and chatbots, with mixed opinions on their impact. The report underscores AI’s potential in ELT but cautions against its uncritical adoption, advocating for a balance with traditional methods and emphasizing the need for teacher training and ethically designed AI solutions.
The integration of Artificial Intelligence presents both transformative opportunities and significant challenges. The report “Artificial Intelligence and English Language Teaching: Preparing for the Future” offers a comprehensive analysis of this intersection. Authored by Dr. Adam Edmett, Neenaz Ichaporia, Dr. Helen Crompton, and Ross Crichton, the report brings together a systematic literature review, a global survey of English language teachers, and interviews with field experts to understand the multifaceted role of AI in ELT.
The literature review in the report examines how AI has been employed to enhance language skills like speaking, writing, reading, and self-regulation. It sheds light on the benefits and limitations of AI in these areas, also noting the scarcity of research focused on AI’s application in adult ELT, especially outside formal education settings. The global survey provides a rich understanding of English language teachers’ experiences and attitudes towards AI. This survey reveals a spectrum of opinions, from enthusiastic support for AI’s efficacy in language learning to skepticism about its impact and potential drawbacks.
Image Source: Artificial intelligence and English language teaching: Preparing for the future
Image Source: Artificial intelligence and English language teaching: Preparing for the future
“AI can help learners improve their English speaking/writing/listening/reading skills.”
Image Source: Artificial intelligence and English language teaching: Preparing for the future
Furthermore, the interviews with experts offer deep insights into the broader implications of AI in ELT. These discussions touch upon critical aspects such as pedagogical approaches, the influence of big tech companies, the debate over AI replacing human instructors, the biases inherent in AI systems, and the readiness of educators to integrate AI into their teaching practices.
A significant emphasis of the report is on the ethical considerations and pedagogical implications of using AI in ELT. It suggests a careful approach to incorporating AI, balancing its innovative potential with the traditional pedagogical methods. The report underscores the importance of training for educators to effectively utilize AI tools. It also highlights the need for developing AI solutions that respect the diversity of English language varieties and the cultural contexts in which they are spoken.
While acknowledging the substantial potential of AI in enriching ELT, the report recommends a complementary approach. It argues for AI to be an adjunct to, rather than a replacement for, human-led teaching methods. The future of ELT with AI, as presented in the report, is one of collaboration, where technology enhances the human aspects of teaching and learning while addressing ethical concerns and embracing pedagogical diversity.
