Bridging the Algorithmic Divide: Reimagining Pedagogy, Autonomy, and Assessment in EFL Through Generative AI Integration

The rapid proliferation of Generative Artificial Intelligence (GAI), particularly Large Language Models (LLMs) like ChatGPT, presents a significant inflection point for English as a Foreign Language (EFL) pedagogy. While previous Computer Assisted Language Learning (CALL) focused primarily on structured, rule-based systems, GAI offers unprecedented capabilities for nuanced interaction, personalized content generation, and scaffolding complex tasks. This article critically examines the current landscape of GAI integration in EFL, moving beyond simplistic adoption to explore its deep pedagogical implications across instruction, feedback, and assessment. We conceptualize GAI not as a replacement for human instruction but as a dynamic collaborator that can significantly enhance learner autonomy through instant, tailored scaffolding and formative feedback mechanisms. The discussion highlights practical classroom applications in writing, speaking, and grammar acquisition, balanced against critical challenges such as academic integrity, algorithmic bias, and the evolving role of the teacher as a critical AI mediator. Ultimately, this paper advocates for a human-centric, critically informed integration strategy that leverages GAI's generative power to foster deeper, more autonomous, and equitable language learning outcomes.

کلیدواژه ها:

Generative AI ، EFL Pedagogy ، Learner Autonomy ، Formative Feedback ، Teacher Mediation ، Large Language Models