Harnessing Artificial Intelligence in English Language Teaching: A Content Analysis and LearnerCentered Study

Abstract

Artificial Intelligence (AI) is rapidly transforming educational landscapes, particularly within language learning contexts. This study explores the pedagogical applications, learner experiences, and perceived challenges of integrating AI into English language teaching and learning. Drawing on a qualitative content analysis of recent research literature (2018–2024) and a student questionnaire (N = 80), the study identifies four major themes: the advantages of AI for personalized and engaging language practice; limitations related to emotional disconnect and contextual understanding; learner preferences for blended models combining AI with human instruction; and instructional strategies integrating AI, such as flipped learning and speech recognition tools. Findings indicate that AI tools significantly support speaking and listening skills through automation, immediate feedback, and increased learner motivation. However, emotional limitations, reduced socio-cultural interaction, and underrepresentation of reading and writing skills signal critical gaps. The study highlights the need for responsible, pedagogically sound AI integration in ESL classrooms and calls for further research into AI’s role in supporting literacy development. Implications are offered for educators, AI developers, and researchers.