Jul 2026· Education and Social Work· Vol 5, pp. 160· 0 citations· 14 references
TL;DR
It is argued that the future development of foreign language teaching must move beyond mere technology adoption and should be teacher-centered, constructing systematic coping strategies through the enhancement of AI literacy, human–AI collaborative instructional design, curriculum and assessment reconstruction, ethical governance, and institutional support.
Abstract
Large language models and generative artificial intelligence, as representative language intelligence technologies, are driving foreign language teaching to evolve from the traditional "teacher–student" dyadic structure toward a "teacher–student–AI" triadic collaborative paradigm. Based on the rapid development of artificial intelligence at home and abroad in recent years, this paper systematically reviews the current applications of AI in foreign language teaching, the transformation of teacher roles and identity crises, as well as ethical and equity-related challenges. The study finds that AI applications in foreign language teaching are growing rapidly, yet exhibit marked imbalances across regions, educational stages, and domains—namely, an overrepresentation of higher education research relative to basic education, and a predominance of writing assistance studies at the expense of oral communication and critical reading research. Teachers' roles are shifting from knowledge transmitters to human–AI collaborative instructional designers, while simultaneously facing a dual crisis of technological anxiety and identity recognition. Issues of ethical governance and educational equity urgently demand systematic responses. This paper argues that the future development of foreign language teaching must move beyond mere technology adoption; instead, it should be teacher-centered, constructing systematic coping strategies through the enhancement of AI literacy, human–AI collaborative instructional design, curriculum and assessment reconstruction, ethical governance, and institutional support.
Artificial intelligence has rapidly become part of foreign language education, especially through chatbots, automated feedback systems, adaptive platforms, and content-generation tools. This article examines how AI is reshaping foreign language teaching by focusing on three dimensions: pedagogical opportunities, educational risks, and classroom strategies for responsible integration. Using an integrative review of recent international literature and policy documents, the article synthesizes current findings on AI-supported language learning. The analysis shows that AI can expand opportunities for individualized practice, immediate feedback, speaking rehearsal, writing support, and teacher productivity. At the same time, significant risks remain, including overreliance on machine-generated content, reduced critical thinking, academic integrity concerns, bias, privacy risks, and unequal access. The article argues that AI should function neither as a replacement for the teacher nor as an unrestricted shortcut for learners. Instead, it should be used as a guided pedagogical assistant within clearly structured tasks, ethical rules, and authentic assessment systems. Practical classroom strategies are proposed, including prompt literacy instruction, process-based writing, supervised speaking tasks, reflective AI-use logs, and assessment redesign. The article concludes that the future of foreign language teaching in the age of AI depends on teacher agency, AI literacy, and a human-centered pedagogy that keeps communication, intercultural competence, and learner development at the center.
The rapid expansion of generative artificial intelligence (Gen AI) tools, such as ChatGPT, has significantly influenced practices in language teacher education, creating new opportunities for innovation and instructional support. This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts. 14 participants engaged in AI-supported activities, and data were collected through reflective journals, semi-structured focus group interviews, and analysis of instructional materials they developed. Thematic analysis revealed several affordances of Gen AI, including enhanced creativity, increased efficiency, adaptability, and support for professional development. However, participants also reported challenges, such as concerns about reliability, risks of over-reliance, cultural limitations, and ethical considerations. The findings emphasize the importance of maintaining a balance between AI use and pedagogical judgment, highlighting the need for teacher guidance and critical engagement. Overall, the study underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.
Ramazan Yetkin, Zekiye Özer-Altınkaya· Kuramsal Eğitimbilim· 0 citations
Artificial Intelligence has emerged as a transformative force in English Language Teaching by reshaping classroom pedagogy, assessment practices, and learner engagement. In the contemporary educational environment, AI-based tools such as intelligent tutoring systems, automated writing evaluation platforms, chatbots, speech recognition applications, adaptive learning systems, and generative AI models are increasingly influencing how English is taught and learned. This paper examines the role of Artificial Intelligence in English Language Teaching with special focus on three major areas: pedagogical transformation, assessment innovation, and learner engagement. The study adopts a qualitative and analytical approach based on recent developments in AI-supported language education. It argues that AI can support personalized learning, immediate feedback, learner autonomy, differentiated instruction, and interactive language practice. At the same time, the paper highlights important challenges such as academic integrity, overdependence on technology, unequal digital access, ethical concerns, teacher preparedness, data privacy, and the risk of reducing language learning to automated performance. The paper concludes that AI should not be viewed as a replacement for English teachers, but as a pedagogical partner that can enhance human teaching when used critically, ethically, and contextually.
Dr.M.Leena Chandrika, Dr. V. V. Malinee· Stanzaleaf International Jou...· 0 citations
