THE IMPACT OF AI-INFUSED PEDAGOGIES ON ENGLISH LANGUAGE TEACHING IN THE POST-PANDEMIC ERA

Abstract

This study investigates the impact of AI-infused pedagogies on English Language Teaching (ELT) in the post-pandemic era, with a focus on effectiveness, student engagement, and teacher adaptation. Drawing from the insights of Abrenilla et al. (2023), the research highlights the transformative potential of AI in reshaping educational strategies to meet the demands of a digitally-driven world. A quantitative approach was employed using surveys and statistical analysis to measure changes in ELT outcomes in classrooms integrating AI tools, aligning with methodologies suggested by Tranfield, Denyer, and Smart (2003) for evidence-based educational research. The results reveal that AI-enhanced pedagogies significantly improve student engagement, language acquisition, and teachers' instructional strategies. These findings resonate with the recommendations of Saarikko, Westergren, and Blomquist (2020) on leveraging digital tools for improved learning outcomes. However, challenges in teacher adaptation and resource availability, as discussed by Bharadwaj et al. (2013), emphasize the need for organizational alignment and strategic resource allocation to support digital innovation in education. This study further contributes to the growing body of knowledge on digital transformation in education, echoing the critical role of technology in post-pandemic recovery as outlined by Lu et al. (2020) and Winarsih et al. (2021). By addressing both the benefits and limitations of AI integration, the research underscores the need for robust teacher training programs, as recommended by Abendan et al. (2023), to ensure educators are well-equipped to navigate the evolving educational landscape. Moreover, the study aligns with the broader discourse on innovation management in the digital age (Raza & Wang, 2023), offering practical insights into the adoption of AI-driven teaching strategies.