ETHICAL AND PEDAGOGICAL IMPLICATIONS OF USING GENERATIVE AI IN ENGLISH LANGUAGE TEACHING

The Rapid growth of generative artificial intelligence has brought noticeable changes to education, especially in English Language Teaching. Tools such as ChatGPT, Gemini, Claude, Microsoft Copilot, and other large language models are increasingly being used to support both teachers and learners. They can provide instant feedback, generate learning materials, personalize instruction, and create opportunities for interactive language practice. For teachers, these technologies reduce the time spent on routine tasks such as preparing lesson plans, designing activities, and giving feedback. For students, they offer flexible learning support that extends beyond the classroom and allows them to learn at their own pace. At the same time, the growing presence of generative AI in ELT has sparked important ethical and educational debates. Concerns surrounding academic integrity, plagiarism, data privacy, copyright, bias, authorship, and transparency have become increasingly difficult to ignore. Another challenge is the possibility that students may rely too heavily on AI-generated content, limiting the development of their critical thinking, creativity, and independent language skills. These issues highlight the need for educational institutions to adopt AI thoughtfully rather than uncritically embracing every technological advancement. It explores the ethical and pedagogical implications of generative AI in English language teaching by examining its impact on classroom practices, language learning, assessment, teacher identity, and learner autonomy.