Impact of AI-Powered Language Models on English Language Learning and Teaching Practices

Abstract

Integrating technology into our daily lives has changed how we teach in the classroom, especially how we teach English. Many institutions have started using technology to assist with grammar checking, vocabulary, giving feedback, content creation, and even hold conversations. However, there is not much evidence to suggest how technology has been impacting the teaching of the English language. With this study, we intend to focus on how English learners in higher learning institutions may be impacted by the use of technology in teaching English. In this study, we designed and administered a cross-sectional survey to 350 students and teachers of English based on a public and a private university. To decide the levels of AI use, learning outcomes, teaching practices, and learner autonomy, we developed a questionnaire and used it to collect our data. The questionnaires were tested for consistency using Cronbach's Alpha, and we were able to use SPSS for various statistical analysis. To understand who our participants were, we conducted descriptive analysis. We used Pearson's correlation and multiple regression analysis to understand how the variables of the study interacted. The research found that using AI alongside learning English positively enhanced vocabulary, writing, speaking, and comprehension. Thus, AI language models help with lateral and efficient learning and self-learning. Overall, the AI language models help you with English. But, to help guide learning, there can’t be too much use of the AI. As is, the research can help teachers, people designing learning, and people with power. As is, the learning can be based on using AI with ethics and research.