Teachers’ perceptions of AI tools in enhancing student engagement for English language learning
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Abstract
This work seeks to explore the effectiveness of artificial intelligence (AI) tools in improving engagement with English language learning through the perception of teachers (Luckin et al., 2016). The study identifies four key dimensions associated with the use of AI: a motivational tool, personalised learning, practical limitations, and positioning as a supplementary rather than a replacement teaching resource. Teachers identified that AI can provide an interactive gamified experience and real-time feedback, which motivates the students and enables personalised learning. Yet, disparity in technological access, over-reliance on AI, and the need for serious professional development were also highlighted. The findings suggest that with AI tools greatly enhancing engagement, their integration should be carefully balanced with traditional instructional methods to meet holistic learning (Adolphs et al., 2018). The study has key implications for policymakers and educators on bridgeable digital divides, targeted teacher training, and incentivising sustainable, balanced adoption of AI. This study fills in the gaps in current literature by incorporating teacher insights into how AI can be used to effectively engage diverse learners in English language contexts while addressing pragmatic and pedagogic challenges. These findings will inform future development initiatives of AI-driven educational strategies.
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