The integration of artificial intelligence (AI) into English Language Teaching (ELT) signifiesa critical evolution in both pedagogical practice and instructional design. As AI technologiesrapidly develop and become widely accessible, educators and researchers are reevaluating thefoundational components of language instruction, including curriculum development, learnerassessment, teacher responsibilities, and communicative goals. This article explores themedium-term implications of AI in ELT, identifying key challenges and opportunities arisingfrom its implementation. A thematic analysis of current discourse in the field reveals a shifttoward personalized learning, data-informed curricula, and the need for new literacies amongboth teachers and learners. The findings suggest that AI will not replace traditional instructionbut rather redefine the teacher's role and reshape learning objectives.
Paper
The full text of this publication is not hosted on 44B due to licensing.
Read it at OpenAlex