Abstract

The growing presence of artificial intelligence (AI) in English language education is changing how teachers teach and how learners engage with language. From chatbots and virtual assistants to intelligent tutoring systems and speech recognition tools, AI is becoming an active part of classrooms and independent learning spaces. This paper explores how AI is helping to reshape the learning of English language skills (speaking and writing) by offering learners more personalised experiences, instant feedback, and greater flexibility in their learning journeys. It also looks at how teachers can help learners address language learning challenges, such as poor speaking and writing skills, lack of vocabulary, and encouraging ongoing language practice beyond the classroom. At the same time, the study does not overlook the concerns linked to AI, including privacy, overdependence on technology, and unequal access among learners. The research draws on data collected through two direct classroom observations to examine how AI influences learner engagement, motivation, and performance in the language classroom. This research study follows a mixed-methods research design where 36 UG learners have been observed directly for a period of 16 weeks to study the efficacy of the AI-assisted language learning process. The integration of both quantitative and qualitative findings suggests that AI when used sensibly, can make learning more dynamic, responsive, and effective. However, the successful integration of AI requires more than just access to technology — it calls for well-prepared teachers, ethical use of AI, and careful alignment with educational goals. Ultimately, the study argues that AI can enrich English language education when seen not as a teacher replacement but as a valuable partner in the learning process

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