artificial-intelligence
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- PaperOpenAlex — TESOL research22 Jul 2026
ENHANCING FOREIGN LANGUAGE TEACHING METHODOLOGY THROUGH ARTIFICIAL INTELLIGENCE: A CASE STUDY OF ENGLISH LANGUAGE LEARNING
Farmonova Naimakhon Furkat kizi
AI tools like intelligent tutoring systems and adaptive learning platforms significantly improve vocabulary acquisition, communicative competence, and learner autonomy in English language teaching, though challenges such as teacher readiness and ethical concerns persist.
Original abstract
Artificial Intelligence (AI) is rapidly transforming educational practices, particularly in the field of foreign language teaching. This study explores how AI can enhance English language teaching methodology in higher education. Using a mixed-method research design, the study evaluates the impact of AI-based tools such as intelligent tutoring systems, natural language processing applications, and adaptive learning platforms on students’ language proficiency. The findings reveal that AI significantly improves vocabulary acquisition, communicative competence, and learner autonomy. However, challenges related to teacher readiness, infrastructure, and ethical considerations remain. The study contributes to the development of modern AI-based pedagogical frameworks.
- PaperOpenAlex — TESOL research22 Jul 2026
THE TRANSFORMATIVE ROLE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING
Madaminova, Nargizaxon Jahongir qizi,
The integration of artificial intelligence (AI) into English Language Teaching (ELT) is prompting a reevaluation of curriculum development, learner assessment, and teacher responsibilities. A thematic analysis reveals a shift toward personalized learning and data-informed curricula, suggesting AI will redefine teachers' roles and learning objectives rather than replace traditional instruction.
Original abstract
The integration of artificial intelligence (AI) into English Language Teaching (ELT) signifiesa critical evolution in both pedagogical practice and instructional design. As AI technologiesrapidly develop and become widely accessible, educators and researchers are reevaluating thefoundational components of language instruction, including curriculum development, learnerassessment, teacher responsibilities, and communicative goals. This article explores themedium-term implications of AI in ELT, identifying key challenges and opportunities arisingfrom its implementation. A thematic analysis of current discourse in the field reveals a shifttoward personalized learning, data-informed curricula, and the need for new literacies amongboth teachers and learners. The findings suggest that AI will not replace traditional instructionbut rather redefine the teacher's role and reshape learning objectives.
- PaperOpenAlex — TESOL research21 Jul 2026
The Role of Artificial Intelligence in Lesson Planning and the Development of English Teaching Methods: Teachers’ Perspectives
Azza Elmadani, Shiraz Al-Ali, Salma Mohammed Osman Elias, Mudathir Yousif Mohamed Ahmed et al.
Artificial Intelligence (AI) is transforming English Language Teaching by aiding lesson planning, instructional design, material development, personalized instruction, assessment, and classroom interaction. Teachers report that AI saves time, offers differentiated instruction options, and provides adaptive materials, while ethical concerns include overdependence, plagiarism, privacy, and teacher qualifications. AI is seen as supplementary rather than a replacement for human educators.
Original abstract
In today's world, Artificial Intelligence (AI) represents an innovative factor in education, especially in English Language Teaching (ELT). The purpose of this research paper is to explore the influence of AI on lesson planning and English teaching methodologies based on teachers' insights. Specifically, it will be considered the impact of AI on instructional design, material development, personalized instruction, assessment, and classroom interaction in the context of English language teaching. For analysis, a qualitative-descriptive and analytical approach will be applied using a review of empirical findings, scientific literature, and personal experience related to integrating AI in ELT. According to results, artificial intelligence contributes to teachers' performance by saving their time, offering options for differentiated instruction, providing adaptive instructional materials, and enabling innovation in the pedagogy field. At the same time, the use of technology is viewed as supplementary to traditional educational activities rather than replacement to human educators. Ethical aspects associated with the integration of AI in the process of education, overdependence on AI-based resources, plagiarism and academic integrity, privacy protection issues, and teacher qualifications should be considered in the case of English teaching.
- PaperLanguage Teaching Research16 Jul 2026
Comparing Teacher and Artificial Intelligence Scoring in Writing Assessment: A Generalizability Theory Analysis
Burak Asma
Compared teacher and AI scoring of middle school essays with and without rubrics using generalizability theory. AI tools showed higher consistency and better differentiation of individual differences, while teachers were influenced by biases and mood. Teachers acknowledged the potential of rubrics and AI feedback for more consistent results.
Original abstract
This study examined the use of artificial intelligence tools, which have garnered significant attention in recent years, in the assessment and evaluation processes of language education. For this purpose, student essays were scored by Turkish middle school teachers and artificial intelligence tools both with and without the use of a rubric, and the findings were evaluated based on generalizability theory. Additionally, the research findings were shared with participants to gather qualitative data, which were analysed using the inductive thematic analysis method to support the research results. The findings revealed that in evaluations conducted without a rubric, teachers were limited in their ability to distinguish individual differences and demonstrated low scoring consistency. In contrast, artificial intelligence tools were more effective in distinguishing individual differences and exhibited high consistency. In evaluations conducted using a rubric, scoring consistency increased in both groups, although, as in the first evaluation, artificial intelligence tools demonstrated a higher level of consistency. Regarding the research findings, teachers expressed that individual biases, mood, and professional experiences influenced their scoring processes and emphasized the potential of rubrics and artificial intelligence-supported feedback systems for achieving more consistent results. Artificial intelligence tools, on the other hand, highlighted their independence from subjective factors but stressed the need for more diverse and generalizable datasets to further enhance their evaluation capacities.