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Like the popular science fiction Hollywood movie from childhood, technology has inevitably shown its dominance in education, particularly in language teaching and learning – and in a very sophisticated way. Artificial Intelligence (AI) not only solves learner problems with their never-ending academic requirements but also offers educators a new perspective on language pedagogy.
Taking into consideration the innumerable body of literature, AI has proven, time and again, its effectiveness in improving the English proficiency of second language learners. Diving deeper into the educational aspect of AI, one can say it encapsulates technology-enhanced language learning where technological tools are integrated into language teaching. While it is unavoidable that learners of this day and age are digitally fluent, language educators can strategically guide them into utilizing these tools as mediators in addressing learner needs and interests and providing them with an engaging and facilitated learning environment. Scholars have also found that learners reported to have increased motivation and positive feedback on the integration of AI into language learning. As such, language educators are encouraged to embrace the changing preferences and learning styles of their students and be receptive to the pedagogical opportunities that this phenomenon has to offer.
Lesson planning and learning material preparation has always been a taxing job, even for passionate educators, in a country where administrative loads have become embedded into teaching responsibilities. In response, AI tools can aid in providing both level-appropriate and challenging materials for language learners. Some organizations such as the British Council, which have been benchmarking the best practices of language experts across the globe, offer suggestions on the strategic use of AI. To wit, language educators can delegate their tasks to the personalization and adaptation of language materials through generative AI. It is undoubtedly astonishing how AI can convert high-level language materials into easier ones to suit a learner’s proficiency level.
Similarly, authentic materials are usually difficult to align with the learners’ proficiency level, especially for the younger ones. However, teachers can consult with AI on the suitability assessment of authentic materials in gauging learners’ language skills at a slightly more advanced level, thereby adhering to Krashen’s comprehensible input. With this, learners are exposed to communicative learning while gradually developing their linguistic competence.
In a nutshell, AI can serve as a valuable copilot for educators in the language teaching and learning process as it enhances learning facilitation and fosters language skills development through the incorporation of reliable materials. By leveraging AI’s capabilities, teachers can transform potential threats into opportunities, revolutionizing the language pedagogy with strategic, modern approaches. Aiza W. Ortega-Bastian