Abstract:
Artificial intelligence (AI) is revolutionizing the field of education, transforming
teaching practices, learning experiences, and assessment methods. In the
field of English language teaching (ELT), it offers numerous advantages to
teachers as well as learners including individualized teaching and learning,
real-time feedback, and automated assessments. However, concerns about
academic integrity and the limitations of AI-driven evaluation methods have
prompted scholars to reassess the integration of AI in the field of English
language teaching and investigate the need for ethical guidelines to ensure
responsible and effective implementation of AI in language classrooms. This
research aims to examine how AI can be effectively integrated into English as a
second language contexts with a special focus on language assessment. Early
research on the role of AI in language education highlighted its advantages
and explored measures to ensure equitable opportunities while mitigating
potential biases and barriers to adoption. Over time, however, scholarly focus
shifted toward addressing challenges associated with AI-assisted teaching and
learning. With the increasing use of AI in language teaching, it is essential to
examine its integration into language classrooms in ways that foster language
learning and academic integrity. Another area worthy of investigation is the
effectiveness of plagiarism detection tools and their effectiveness in language
testing. This study employs a mixed-methods approach and includes an
analysis of AI-assisted learning tools and assessment methods as well as
qualitative data from ELT practitioners and learners. The findings emphasize
the need to leverage AI for pedagogical advancement and discourage the
over-reliance on AI-generated content.
