Exploring the Role of Artificial Intelligence in English Teaching
Article Sidebar
Main Article Content
Abstract
This study explores the role of Artificial Intelligence (AI), specifically ChatGPT, in English language teaching by employing a library research method. The purpose of the research is to examine how ChatGPT supports English as a Second or Foreign Language (ESL/EFL) learners in developing skills such as reading, writing, and autonomous learning. Data were collected from academic journals and research articles published between 2020 and 2025. The findings indicate that ChatGPT contributes significantly to personalized learning, enhances student motivation, and fosters learner autonomy. Moreover, ChatGPT facilitates dynamic and interactive learning experiences in ESL/EFL contexts. However, several challenges were also identified, including ethical concerns, over-reliance on AI tools, and potential misuse in academic tasks. Despite its limitations, ChatGPT shows strong potential as a supplementary tool in modern English classrooms. This research provides valuable insights into the pedagogical implications of AI integration and encourages educators to adopt adaptive strategies that balance technological support with critical human guidance.
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
References
Akbarani, R. (2024). Use of artificial intelligence in English language teaching. International Journal of English Learning and Applied Linguistics (IJELAL), 4(1), 14-23. https://doi.org/10.21111/ijelal.v4i1.10756
Alshumaimeri, Y. A., & Alshememry, A. K. (2023). The extent of AI applications in EFL learning and teaching. IEEE Transactions on Learning Technologies, 17, 653–663. https://doi.org/10.1109/tlt.2023.3322128
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101
Haq, A. U. (2025). Innovating education: The impact of artificial intelligence and technology on teaching. Inverge Journal of Social Sciences, 4(2), 52-68. https://doi.org/10.63544/ijss.v4i2.125
Idham, A. Z., Rauf, W., & Rajab, A. (2024). Navigating the transformative impact of artificial intelligence on English language teaching: Exploring challenges and opportunities. Jurnal Edukasi Saintifik, 4(1), 8-14. https://doi.org/10.56185/jes.v4i1.620
Kingchang, T., Chatwattana, P., & Wannapiroon, P. (2024). Artificial intelligence chatbot platform: AI chatbot platform for educational recommendations in higher education. International Journal of Information and Education Technology, 14(1), 34-41.
Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering (Technical Report EBSE-2007-01). Keele University and Durham University.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. Relc Journal, 54(2), 537-550.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). SAGE Publications.
Kurniawati, A., & Muthoifin, M. (2024). Effective Quran learning strategies to strengthen children's memorization with Zahrawain method. Solo Universal Journal of Islamic Education and Multiculturalism, 2(01), 37-48.
Lan, V. T., & Giam, N. M. (2024). Developing self-learning competence for students based on learning theories combined with the support of AI chatbot in teaching. International Journal of Current Science Research and Review, 07(02). https://doi.org/10.47191/ijcsrr/v7-i2-42
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., & Daradoumis, A. (2022). Educational AI chatbots for content and Language Integrated Learning. Applied Sciences, 12(7), 3239. https://doi.org/10.3390/app12073239
Mashilo, M., & Shekgola, M. (2024). Utilising artificial intelligence chatbots for student support at comprehensive open distance e-learning higher learning institutions in the fifth industrial revolution. Journal of Education, Society & Multiculturalism, 5(1), 26–48. https://doi.org/10.2478/jesm-2024-0003
Núñez-Naranjo, A., Morales-Urrutia, E., & Tapia, X. (2024). Teaching tools based on artificial intelligence to strengthen English language skills. Journal of Educational and Social Research, 14(4), 443. https://doi.org/10.36941/jesr-2024-0114
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339
Wang, Q., Hu, S., & Li, R. (2024). Could information and communication technology (ICT) reduce carbon emissions? The role of trade openness and financial development. Telecommunications Policy, 48(3), 102699.
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112.