Artificial intelligence and Technology in English Language Teaching: Opportunities, Challenges, and Pedagogical Implications

In recent years, the rapid development of artificial intelligence (AI) and digital technologies has profoundly transformed the field of English Language Teaching (ELT). From intelligent tutoring systems and automated writing evaluation to adaptive learning platforms and AI-powered chatbots, technology has reshaped how languages are taught, learned, and assessed. This review article aims to provide a comprehensive and critical overview of the role of artificial intelligence and technology in ELT, focusing on pedagogical opportunities, instructional challenges, and implications for teachers and learners in EFL contexts. The integration of technology into language education is not a new phenomenon; however, AI-driven tools differ significantly from earlier forms of computer-assisted language learning (CALL). While traditional CALL mainly offered drill-based practice and static feedback, AI-enabled systems are capable of analyzing learner input, adapting instructional content, and providing personalized feedback in real time. These features align closely with contemporary learner-centered and constructivist approaches to language teaching, which emphasize autonomy, interaction, and meaningful communication. One major area where AI has demonstrated considerable potential is language skills development. In writing instruction, automated writing evaluation tools such as Grammarly and Criterion provide immediate feedback on grammar, vocabulary, cohesion, and style. Research indicates that such tools can enhance learners' awareness of linguistic form and promote self-editing skills, particularly when combined with teacher guidance. In speaking and pronunciation instruction, speech recognition technologies and AI-driven applications allow learners to practice oral production in low-anxiety environments, receive instant corrective feedback, and monitor their progress over time. Another important contribution of AI to ELT is personalization and adaptive learning. Intelligent learning platforms can track learners' performance, identify weaknesses, and adjust instructional materials accordingly. This adaptability is especially valuable in heterogeneous classrooms where learners differ in proficiency, learning pace, and cognitive styles. Studies have shown that adaptive systems can increase learner engagement and motivation by offering Despite these advantages, the use of AI and technology in ELT also raises significant pedagogical and ethical concerns. One major challenge is the risk of over-reliance on automated systems, which may reduce meaningful human interaction and critical thinking if used uncritically. Moreover, AI tools often reflect the linguistic norms of native-speaker varieties of English, potentially marginalizing World Englishes and diverse learner identities. Issues of data privacy, algorithmic bias, and unequal access to technology further complicate the integration of AI in educational contexts, particularly in developing countries. From the teacher's perspective, the effective use of AI requires new forms of digital literacy and pedagogical competence. Teachers are no longer merely transmitters of knowledge but facilitators who must critically evaluate technological tools, align them with learning objectives, and integrate them meaningfully into classroom practice. Professional development programs therefore play a crucial role in ensuring that technology enhances rather than replaces sound pedagogy. For EFL learners, including Iranian learners, AI-based technologies offer valuable opportunities for increased exposure to English, autonomous practice, and individualized feedback-areas that are often limited in traditional classroom settings. However, research suggests that learners benefit most when AI tools are used as supplements rather than substitutes for teacher-led instruction. Guided use, reflective activities, and explicit instruction remain essential for maximizing learning outcomes. In conclusion, artificial intelligence and technology hold considerable promise for enhancing English language teaching and learning, but their effectiveness depends largely on informed and principled implementation. Rather than viewing AI as a solution in itself, educators should approach it as a pedagogical resource that supports interaction, autonomy, and meaningful language use. Future research should continue to explore the long-term effects of AI-assisted instruction and develop context-sensitive models that balance technological innovation with human-centered education.

کلیدواژه ها:

Artificial intelligence ، Technology-enhanced language learning ، English language teaching ، EFL ، Pedagogical implications