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UTILIZING AI TOOLS TO ENHANCE ENGLISH LANGUAGE TEACHING IN
CLASSROOM SETTINGS
Shokirov Bahodir Ismoilovich
EFL teacher at AJOU university in Tashkent
https://doi.org/10.5281/zenodo.14709433
The use of Artificial Intelligence (AI) tools in English language teaching is growing and is
being acknowledged as an innovative way to improve learner performance. New
developments in AI tools particularly the ones that pertain to machine learning and natural
language processing have created opportunities for more efficient and tailor made language
teaching. This article looks at the existing practices, achievements, problems and perspectives
of language teachers regarding the use of AI tools in ELT.
The literature also suggests that there has been an increase in the number of
programmable AI language learning tools between 2017 and 2020 on the basis of systematic
reviews conducted for this period. They employ artificial intelligence tools to detect mistakes,
give suggestions, and assess language skills which has been shown to result in improvements
for the learners across various settings (Woo et al., 2023). In addition, vocational skills
training has been examined and AI constructivist model of resource management and
integration whereby AI is applied during teaching has been discussed (Zhu et al., 2021).
AI tools create a lot of opportunities, such as providing learning experiences for students
on an individual basis. For example, AI can dissect educational materials and student feedback
and make improvement and teach recommendations (Tian et al., 2024). This method has the
capacity of improving learning outcomes for both learners and instructors as it focuses on
individual needs.
Still, the application of AI tools in ELT poses certain problems. Such problems as the
ethics and privacy of data, as well as the preparation of teachers should be dealt with for a
positive outcome. Teachers have to get these hurdles over while using AI working capabilities
to change the paradigm of Language teaching. To conclude, it can be said that AI tools could
have a great impact on the teaching of English language, but the ways of applying the tools
needs to be well thought if the tools are to be of great use. So, in order to maximize the
potential benefits of AI technologies, it is also necessary for the educators to take a more
proactive role in acquiring new skills.
Additionally, the fostering of ethics in the aid of AI use in the language construction is
made possible with the aid of collaborations between policy-makers, technologist, and
educators. The overhead also volunteered against unethical use, valuating student data
protection and regulation of AI access to make sure that every user of language engineering
technology grows within the competent level. Furthermore, creating an environment in which
various student demographics may interact with AI tools will help strengthen inequities in
language education and make learning opportunities more equitable in the future, especially
because AI communication has the potential to construct cultural identities that are not
representative of certain groups (Buddemeyer et al., 2023). Simply put, inclusive design at the
forefront of AI tools can enable teachers to design curricula that are relevant to learners of all
cultures because case studies show that first building with the students equals building for
accessibility (Louie et al., 2022).
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In an attempt to meet culturally sensitive aspects of learning, teachers are mandated to
add student collaboration to the creation of any AI technology. This is done to ensure that the
tools include aspects that fulfill students learning needs in conjunction with language
teaching. Incorporating students in the teaching processes can greatly improve learning, as
demonstrated in a study where teachers and their AI tutors worked synergistically (Holstein
et al., 2021). This new idea creates a new learning environment whereby both learners and
teachers can actively participate in the creation of information, and as a result improves how
English is taught.
References:
1.
Buddemeyer et al. (2023).Words of Wisdom: Representational Harms in Learning From
AI Communication. https://arxiv.org/pdf/2111.08581.pdf
2.
Holstein et al. (2021).Designing for human-AI complementarity in K-12 education.
https://arxiv.org/pdf/2104.01266v2.pdf
3.
Louie et al. (2022).Designing for culturally responsive social robots: An application of a
participatory
framework.
https://www.frontiersin.org/articles/10.3389/frobt.2022.983408/pdf
4.
Tian et al. (2024).Enhancing Instructional Quality: Leveraging Computer-Assisted
Textual Analysis to Generate In-Depth Insights from Educational Artifacts.
https://arxiv.org/abs/2403.03920
5.
Woo et al. (2023).Systematic Review for AI-based Language Learning Tools.
https://arxiv.org/pdf/2111.04455.pdf
6.
Zhu et al. (2021).Research on English teaching of professional skilled talents training
based on artificial intelligence.
