Reimagining English Language Teaching in the Era of Artificial Intelligence

Abstract

The rapid development of artificial intelligence (AI) has significantly transformed various aspects of education, including English Language Teaching (ELT). This conceptual article explores how AI reshapes pedagogical practices, teacher roles, and learner engagement in contemporary ELT contexts. Rather than focusing on empirical data, this paper critically examines theoretical perspectives and current discourses related to AI integration in ELT. Drawing upon constructivist learning theory, learner autonomy, and technology-enhanced language learning, the article argues that AI should not be perceived as a replacement for teachers, but as a pedagogical partner that enhances instructional quality and personalization. AI-driven tools such as adaptive learning platforms, automated feedback systems, and intelligent tutoring systems offer new opportunities for individualized learning, formative assessment, and continuous language exposure. However, this article also highlights critical challenges, including ethical concerns, digital inequality, over-reliance on technology, and the potential erosion of human interaction in language learning. The discussion emphasizes the need for pedagogically grounded AI integration, where human values, cultural sensitivity, and communicative competence remain central. This article concludes that effective ELT in the AI era requires a balanced approach that combines technological innovation with reflective teaching practices, professional development, and ethical awareness. The conceptual insights presented in this paper aim to support educators, curriculum designers, and policymakers in rethinking ELT frameworks that are responsive to technological change while preserving the human essence of language education.