DOI: https://doi.org/10.36719/2789-6919/57/14-18
Dilber Orujova
Nakhchivan State University
PhD in Philology
https://orcid.org/0009-0005-0459-9692
dilber.orucova@ndu.edu.az
Artificial Intelligence in EFL Instruction: Pedagogical and Practical Implications
Abstract
The integration of artificial intelligence (AI) into education has significantly transformed the field of English as a Foreign Language (EFL) instruction. This study explores the pedagogical and practical implications of AI in teaching and learning English. It examines how AI technologies, including natural language processing, machine learning, and speech recognition, contribute to personalized learning, continuous assessment, and the development of communicative competence. The paper also discusses the benefits of AI, such as increased learner autonomy, immediate feedback, and accessibility, as well as the challenges related to limited human interaction, technological dependence, and data privacy concerns. Furthermore, the study highlights the evolving role of teachers in AI-supported classrooms and emphasizes the importance of maintaining a balance between technology and traditional teaching methods. The findings suggest that while AI offers significant opportunities to enhance EFL instruction, its successful implementation requires careful consideration of pedagogical principles and ethical issues. Ultimately, AI has the potential to improve the effectiveness, efficiency, and inclusivity of English language education.
Keywords: Artificial intelligence, EFL instruction, language teaching, educational technology, personalized learning, machine learning, natural language processing