The Next Chapter of ELT: Embracing AI-Infused Pedagogies and Evolving Educational Strategies in the Post-Pandemic Landscape
Article Sidebar
Main Article Content
Abstract
This study presents a comprehensive analysis of the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) from 2020 to 2023, exploring its transformative impact on language education and the associated challenges. The findings reveal the positive influence of AI-driven platforms on language learning outcomes, emphasizing their role in providing personalized and adaptive learning experiences that enhance language proficiency and communication skills. Moreover, the study highlights the creation of interactive and immersive learning environments facilitated by AI-driven technologies, fostering cross-cultural interactions and deepening students' understanding of linguistic and cultural nuances. The adoption of AI-driven gamification and adaptive learning technologies is shown to have reshaped pedagogical approaches, promoting student engagement, autonomy, and the development of digital literacy skills. However, ethical considerations related to data privacy, algorithmic biases, and the digital divide remain crucial concerns, necessitating equitable access to AI technologies and comprehensive training programs. This study contributes valuable insights for educators, researchers, and policymakers, underscoring the importance of fostering inclusive, ethical, and student-centered approaches in AI-driven language education practices.
Article Details
Section
How to Cite
References
Abdalkader, S. M. A. (2023). The Impact of Using Artificial Intelligence on Enhancing EFL Language Fluency and Self-Regulation for the Preparatory Stage Students in Distinguished Governmental Language Schools. Online Submission
Adams, C., Pente, P., Lemermeyer, G., & Rockwell, G. (2023). Ethical principles for artificial intelligence in K-12 education. Computers and Education: Artificial Intelligence, 4, 100131.
Ajibade, S. S. M., Dayupay, J., Ngo-Hoang, D. L., Oyebode, O. J., & Sasan, J. M. (2022). Utilization of Ensemble Techniques for Prediction of the Academic Performance of Students. Journal of Optoelectronics Laser, 41(6), 48-54.
Almelhes, S. A. (2023). A Review of Artificial Intelligence Adoption in Second-Language Learning. Theory and Practice in Language Studies, 13(5), 1259-1269.
Alzahrani, M. (2023). Towards developing an effective virtual reality instructional tool for secondary students learning English as a foreign language in Saudi Arabia (Doctoral dissertation, RMIT University).
Bhutoria, A. (2022). Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a human-in-the-loop model. Computers and Education: Artificial Intelligence, 3, 100068.
Boonsuk, Y., Wasoh, F. E., & Ambele, E. A. (2023). Repositioning English and teaching practices in global Englishes: A critical perspective from Thai higher education. Language Teaching Research, 13621688231178364.
Chisega-Negrilă, A. M. (2023). The New Revolution in Language Learning: The Power of Artificial Intelligence and Education 4.0. BULLETIN OF" CAROL I" NATIONAL DEFENCE UNIVERSITY, 12(2), 16-27.
Eslit, E. R. (2023). Elevating Language Acquisition through Deep Learning and Meaningful Pedagogy in an AI-Evolving Educational Landscape.
Eslit, E. R. (2023). Voyaging Beyond Chalkboards: Unleashing Tomorrow's Minds through AI-Driven Frontiers in Literature and Language Education.
Isaacs, S., & Mishra, S. (2022). Smart Education Strategies for Teaching and Learning: Critical analytical framework and case studies.
Kabudi, T., Pappas, I., & Olsen, D. H. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. Computers and Education: Artificial Intelligence, 2, 100017.
Kiet, T. A. (2023). Several Applications Aimed at Enhancing the Effectiveness of Self-Learning and Research for Students. Onomázein, (61 (2023): September), 164-177.
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.
Kilag, O. K. T., Tiongzon, B. D., Paragoso, S. D., Ompad, E. A., Bibon, M. B., Alvez, G. G. T., & Sasan, J. M. (2023). HIGH COMMITMENT WORK SYSTEM AND DISTRIBUTIVE LEADERSHIP ON EMPLOYEE PRODUCTIVE BEHAVIOR. Gospodarka i Innowacje., 36, 389-409.
Kilag, O. K. T., Largo, J. M., Rabillas, A. R., Kilag, F. E., Angtud, M. K. A., Book, J. F. P., & Sasan, J. M. (2023). Administrators’ Conflict Management and Strategies. European Journal of Higher Education and Academic Advancement, 1(2), 22-31.
Kilag, O. K. T., Bariquit, I. A., Glipa, C. G., Ignacio, R. A., Alvez, G. U., Guilot, R. T., & Sasan, J. M. (2023). Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement. Web of Semantic: Universal Journal on Innovative Education, 2(6), 43-54.
Kilag, O. K. T., Evangelista, T. P., Sasan, J. M., Librea, A. M., Zamora, R. M. C., Ymas, S. B., & Alestre, N. A. P. (2023). Promising Practices for a Better Tomorrow: A Qualitative Study of Successful Practices in Senior High School Education. Journal of Elementary and Secondary School, 1(1).
Kilag, O. K. T., Pasigui, R. E., Malbas, M. H., Manire, E. A., Piala, M. C., Araña, A. M. M., & Sasan, J. M. (2023). Preferred Educational Leaders: Character and Skills. European Journal of Higher Education and Academic Advancement, 1(2), 50-56.
Kilag, O. K. T., Zarco, J. P., Zamora, M. B., Caballero, J. D., Yntig, C. A. L., Suba-an, J. D., & Sasan, J. M. V. (2023). How Does Philippines's Education System Compared to Finland's?. EUROPEAN JOURNAL OF INNOVATION IN NONFORMAL EDUCATION, 3(6), 11-20.
Kilag, O. K. T., Malbas, M. H., Miñoza, J. R., Ledesma, M. M. R., Vestal, A. B. E., & Sasan, J. M. V. (2023). The Views of the Faculty on the Effectiveness of Teacher Education Programs in Developing Lifelong Learning Competence. European Journal of Higher Education and Academic Advancement, 1(2), 92-102.
Kilag, O. K. T., Angtud, R. M. A., Uy, F. T., Alvez, G. G. T., Zamora, M. B., Canoy, C. B., & Sasan, J. M. (2023). Exploring the Relationships among Work Motivation, Job Satisfaction, Administrative Support, and Performance of Teachers: A Comprehensive Study. International Journal of Scientific Multidisciplinary Research, 1(3), 239-248.
Kilag, O. K. T., Ignacio, R., Lumando, E. B., Alvez, G. U., Abendan, C. F. K., Quiñanola, N. A. M. P., & Sasan, J. M. (2022). ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget's Cognitive Development Theory. International Journal of Emerging Issues in Early Childhood Education, 4(2), 42-54.
Kilag, O. K., Miñoza, J., Comighud, E., Amontos, C., Damos, M., & Abendan, C. F. (2023). Empowering Teachers: Integrating Technology into Livelihood Education for a Digital Future. Excellencia: International Multi-disciplinary Journal of Education, 1(1), 30-41.
Kilag, O. K. T., Macapobre, K. A., Balicoco, J. R. M., Alfar, J. D., Peras, C. C., & Tapayan, A. A. S. (2023). Emergent literacy: A reading support program for preschoolers’ successful phonological awareness in the home context. Science and Education, 4(2), 896-906.
Larsari, V. N., Koleini, N., & Sasan, J. M. INCREASING EFL LEARNERS’ENGAGEMENT THROUGH UTILIZING SELF-ASSESSMENT AS ALTERNATIVE ASSESSMENT IN EFL GRAMMAR ACHIEVEMENTS: THE CASE OF EFL LEARNERS.
Liaw, S. Y., Tan, J. Z., Lim, S., Zhou, W., Yap, J., Ratan, R., ... & Chua, W. L. (2023). Artificial intelligence in virtual reality simulation for interprofessional communication training: Mixed method study. Nurse Education Today, 122, 105718.
Moybeka, A. M., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial Intelligence and English Classroom: The Implications of AI Toward EFL Students’ Motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444-2454.
Ng, D. T. K., Ching, A. C. H., & Law, S. W. (2023). Online learning in management education amid the pandemic: A bibliometric and content analysis. The International Journal of Management Education, 21(2), 100796.
Ng, D. T. K., Leung, J. K. L., Su, J., Ng, R. C. W., & Chu, S. K. W. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational technology research and development, 71(1), 137-161.
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221-4241.
Perry, L. R., & Vlachopoulos, D. (2023). Learning Attainment in English Lessons: A Study of Teachers’ Perspectives on Native English Speakers and English as an Additional Language (EAL) Students at an International School. Education Sciences, 13(9), 901.
Tang, F. (2023). Understanding the Role of Digital Immersive Technology in Educating the Students of English Language: Does it Promote Critical Thinking and Self-directed Learning for Achieving Sustainability in Education with the Help of Teamwork?.
Uy, F. T., Sasan, J. M., & Kilag, O. K. (2023). School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study. International Journal of Theory and Application in Elementary and Secondary School Education, 5(1), 44-62.
Wongwatkit, C., Thongsibsong, N., Chomngern, T., & Thavorn, S. (2023). The Future of Connectivist Learning with the Potential of Emerging Technologies and AI in Thailand: Trends, Applications, and Challenges in Shaping Education. Journal of Learning Sciences and Education, 2(1), 122-154.
Zhai, C. (2023). A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university. Computers and Education: Artificial Intelligence, 100134.