Speaker
Description
Artificial Intelligence (AI) is reshaping language education by expanding opportunities for personalized learning, adaptive instruction, and timely feedback. In English language teaching (ELT), AI-powered tools can support lesson planning, material development, language practice, and assessment. However, the successful integration of AI depends not only on technological access but also on the AI literacy of both teachers and learners. AI literacy encompasses the knowledge, skills, and critical dispositions required to use AI effectively, ethically, and responsibly in educational contexts.
From an English teacher’s perspective, AI should function as a pedagogical resource rather than a replacement for professional expertise. While AI can enhance instructional efficiency by generating teaching materials, differentiating learning activities, and providing immediate feedback, teachers remain responsible for making pedagogical decisions that align with curriculum objectives and learners’ developmental needs. Professional judgment, classroom interaction, and meaningful communication continue to be the foundation of effective language teaching.
Ethical competence is a fundamental dimension of AI literacy. Teachers should foster students’ understanding of academic integrity, data privacy, transparency, and the limitations of AI-generated content. Because AI systems may produce inaccurate, biased, or fabricated information, learners must be encouraged to verify outputs, evaluate sources critically, and use AI as a learning support rather than a substitute for independent thinking. Promoting responsible AI use helps cultivate digital citizenship while preserving the authenticity of learning.
Equally important is learner and teacher agency. AI should empower educators to design engaging, learner-centered experiences instead of allowing technology to dictate instructional practices. Teachers need the capacity to critically evaluate AI-generated resources, adapt them to specific learning contexts, and determine when AI meaningfully enhances learning outcomes. Likewise, learners should develop the ability to question, refine, and synthesize AI-generated information, transforming themselves from passive consumers into active and reflective knowledge constructors. Such agency supports higher-order thinking, learner autonomy, and lifelong learning.
The increasing availability of AI also calls for a reconsideration of assessment practices in language education. Traditional assessments that emphasize factual recall are becoming less effective in measuring authentic learning. Instead, assessment should prioritize communicative competence, critical thinking, creativity, collaboration, and problem-solving. Formative assessment strategies can be strengthened through AI-assisted feedback, while authentic assessment should evaluate not only students’ language performance but also their ability to use AI responsibly, justify their learning processes, and demonstrate original understanding.
In primary English education, AI should be integrated in developmentally appropriate ways. Young learners benefit from AI-supported pronunciation practice, vocabulary reinforcement, and personalized feedback, provided these experiences are guided by teachers. Human interaction remains indispensable for developing communicative competence, social-emotional skills, and learner motivation. Therefore, AI should complement rather than replace teacher–student interaction.
In conclusion, AI literacy is an essential competency for both teachers and learners in contemporary language education. Beyond technical proficiency, it requires ethical awareness, critical evaluation, informed pedagogical decision-making, and responsible engagement with AI technologies. By cultivating these competencies, English teachers can harness AI to enrich language learning while preserving the human-centered values that underpin effective education.
