Reimagining English Language Teaching through Artificial Intelligence: A Data-Driven Study

Abstract The integration of Artificial Intelligence (AI) into English Language Teaching (ELT) has significantly transformed pedagogical practices, enabling personalized learning, automated feedback, and enhanced student engagement. This study investigates the impact of AI tools on language learning outcomes through a quantitative survey conducted among 120 undergraduate engineering students. The research examines patterns of AI usage, perceived improvements in writing proficiency, and emerging ethical concerns. The findings reveal that 78% of students experienced improved personalized learning, while 72% reported enhanced writing skills through AI-assisted tools. Statistical analysis further confirms a significant association between AI usage and writing improvement (χ² = 8.72, p < 0.05), along with a moderate positive correlation (r = 0.62). Despite these benefits, concerns regarding overdependence (64%) and lack of originality (58%) highlight the need for balanced integration. The study concludes that AI should function as a pedagogical support system rather than a replacement for educators. A hybrid instructional model combining AI tools with teacher guidance is recommended to ensure both efficiency and critical engagement.