AI in ELT Classrooms: Evaluating the Praktika App through the Lens of Human-AI Teacher Comparisons

The rapid enhancement of artificial intelligence (AI) remarked various capabilities that often surpass those of humankind. AI has provided unique features like personalized learning, continuous assessments, feedback, and ultimately a friendly atmosphere to make mistakes as part of the process. In comparison to human teachers, it seems much more significant, especially for a child brought up in the age of the modern world, and their preferences are somehow modified due to high performance, which human teachers do not showcase. Among these preferences, the preference of utilizing AI avatars for real-time experience stands in the foreground. The innovation of AI avatars in the Praktika app is being widely noticed. This study explores (۱) the underlying concepts and theories behind the core actions and features of AI and Praktika, (۲) whether AI could be the best substitution for teachers or not, and (۳) what the effect of this substitution is through the lens of a thematic literature review guided by pedagogical content knowledge (PCK) principles and guidelines. The findings indicated that English for Specific Purposes (ESP) and adaptive learning principles are the concepts and basics behind the actions of AI. It also suggested that integration of AI into the classroom is effective but cannot be a substitute for teachers, as the substitution poses potential risks to cultural values and backgrounds. The study implicated both novice and experienced teachers, who seek professional growth.

کلیدواژه ها:

Artificial Intelligence (AI) ، English Language Teaching (ELT) ، Teachers ، Teaching Approaches