Generative Artificial Intelligence in English Language Teaching: Pedagogical Innovations, Ethical Concerns, and Future Prospects
TL;DR
The study argues that Generative Artificial Intelligence should not be viewed as a replacement for teachers but as a supportive pedagogical tool that can enhance English language learning when used critically, ethically, and creatively.
Abstract
Generative Artificial Intelligence has become one of the most influential technological developments in contemporary education, especially in English Language Teaching. Tools such as ChatGPT, Gemini, Claude, and other large language model-based applications are reshaping how teachers design lessons, provide feedback, assess learners, and support language practice beyond the classroom. In English Language Teaching, Generative Artificial Intelligence offers opportunities for personalized learning, automated feedback, interactive conversation practice, writing support, content creation, and learner autonomy. At the same time, it raises serious ethical concerns related to academic integrity, plagiarism, data privacy, algorithmic bias, overdependence, unequal access, and the possible weakening of human-centered pedagogy. This paper examines the role of Generative Artificial Intelligence in English Language Teaching by focusing on three major areas: pedagogical innovations, ethical concerns, and prospects. The study argues that Generative Artificial Intelligence should not be viewed as a replacement for teachers but as a supportive pedagogical tool that can enhance English language learning when used critically, ethically, and creatively. The paper concludes that the future of Generative Artificial Intelligence in English Language Teaching depends on teacher training, clear institutional policies, responsible learner use, and a balanced integration of technology with human judgment.