DOI: https://doi.org/10.36719/2789-6919/49/74-79
Turkan Abbasova
Azerbaijan University of Languages
https://orcid.org/0009-0005-5921-7962
turkann.abbas@gmail.com
The Use of Artifical Intelligence in English Language Teaching
Abstract
Artificial Intelligence (AI) has emerged as one of the most significant innovations in the modern education system. Unlike traditional teacher-centered approaches, AI provides personalized learning opportunities by creating adaptive learning environments tailored to each learner’s knowledge level, learning pace, and individual needs. Technologies such as automated assessment, virtual tutors, language learning applications, and learning analytics facilitate teachers’ work, increase the efficiency of instruction, and positively influence students’ motivation. The application of AI in English language teaching is particularly important. The limitations of traditional methods—such as the lack of consideration for individual needs, the insufficient development of practical speaking skills, and reduced motivation-are overcome through AI-based tools. Applications like Duolingo, Babbel, Grammarly, ChatGPT, and ELSA Speak offer personalized learning, instant feedback, pronunciation improvement, and interactive exercises. In universities and private courses, tools such as Grammarly, QuillBot, Duolingo, and ELSA Speak are already in use. Within the framework of the national “Digital Transformation” strategy, the implementation of AI technologies in education is encouraged. Nevertheless, challenges remain, including unequal technological infrastructure, insufficient teacher preparedness, language barriers, and ethical concerns. Overall, AI in education is not only a technological tool but also a driving force for pedagogical transformation. Its successful implementation enhances the quality of teaching, makes learning more dynamic and inclusive, and enables students to acquire the skills required by the 21st century.
Keywords: artificial intelligence, personalized learning, adaptive platforms, automated assessment, writing assistants, virtual classroom