Artificial Intelligence as A Pedagogical Assistant in TESOL Classrooms
DOI:
https://doi.org/10.37547/pedagogics-crjp-07-06-03Keywords:
Artificial Intelligence, language teaching, AI-assisted learningAbstract
The rapid advancement of Artificial Intelligence (AI) has significantly influenced various aspects of education, including the field of Teaching English to Speakers of Other Languages (TESOL). This study explores the role of AI as a pedagogical assistant in TESOL classrooms and examines its impact on teaching and learning processes. The research aims to investigate how AI-supported tools contribute to language instruction, learner engagement, and teacher effectiveness. A mixed-methods research design was employed, involving 60 university-level English as a Foreign Language (EFL) students in Tashkent, Uzbekistan. Data were collected through questionnaires, classroom observations, and student feedback over a four-week period.
The findings indicate that AI-assisted tools such as ChatGPT, grammar-checking applications, and automated feedback systems positively influence students’ motivation, language practice, and independent learning. Participants reported increased engagement, improved writing performance, and greater access to personalized learning opportunities. Furthermore, AI technologies enabled teachers to provide more efficient feedback and classroom support. Despite these benefits, concerns regarding excessive dependence on technology, limited digital literacy, and reduced face-to-face interaction were also identified. The study concludes that AI serves most effectively as a pedagogical assistant rather than a replacement for teachers. Successful implementation requires thoughtful integration, adequate teacher training, and a balanced approach that combines technological innovation with human guidance. The findings offer practical implications for TESOL educators seeking to enhance language learning through AI-supported instruction.
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