Innovation in Language Learning
Reimagining EFL Classrooms: The Transformative Potential of AI Tools in Language Learning
Sehrish Aslam, School of Social Sciences and Humanities, NUST (Pakistan)
Mahwish Abid, International Islamic University, Islamabad (Pakistan)
Afshan Abbas, International Islamic University, Islamabad (Pakistan)
Abstract
English as a Foreign Language (EFL) teachers are now experiencing Artificial Intelligence (AI) in their classrooms, which is enhancing personalized learning, providing automated feedback, boosting teaching efficiency, and improving engagement with students. The present study is aimed at investigating the transformative potential of different AI tools such as ChatGPT, QuillBot, and Diffit in the context of EFL teaching in secondary-level classrooms in Pakistan, focusing on teaching practices, student engagement, assessment support, and challenges of implementing these tools. The qualitative-dominant mixed-methods approach was employed with four EFL teachers who were selected using purposive sampling from three secondary schools, with six weeks of classroom observations, analysis of the AI-supported teaching activities, and teacher workload records. Thematic analysis with descriptive quantitative indicators was used in analyzing the collected data. The results showed that the use of AI in education has been beneficial in making teaching more efficient, promoting engagement, and assisting in the feedback and evaluation process. The average reduction in grading time, identified from teacher workload records, 27% more time available for teachers to engage in instructional activities and support learners as a result of using AI-based assessment practices. Indicators for student engagement in the classroom were 83%, with AI logs showing high engagement in writing, revision, and feedback tasks. Teachers also pointed out issues of overreliance on AI-generated answers, inaccuracies in AI answers, digital readiness, and teacher mediation. It is found that as long as AI tools are used within the correct pedagogical approaches, they can have positive impacts on both the teaching and learning process of EFL. To achieve sustainable AI adoption, teacher training is crucial, as is the creation of ethical guidelines, critical assessment of AI-generated content, and context-specific implementation strategies to ensure AI is used in a complementary, not replacement, capacity to teacher expertise.
Keywords: Artificial Intelligence, EFL class, ChatGPT, AI-assisted learning, teacher workload, student engagement, language learning.
