Impact of Artificial Intelligence on English Language Teaching at University Level: A Study of EFL Teachers’ Perspectives in Pakistan

Abstract

Artificial intelligence (AI) has become a significant technological advancement in various fields. One area where AI shows particular promise is in English Language Teaching (ELT). Due to rapid technological development, online resources, classrooms, and language learning platforms now incorporate AI to teach and learn English, transforming the approach to language education. AI has great potential to improve learning outcomes and the teaching process. This research explores the impact of AI on English Language Teaching (ELT) at the university level in Pakistan, focusing on EFL teachers. Data were collected through a quantitative descriptive analysis from 50 teachers using a questionnaire based on validated sources, which assessed AI's effectiveness, challenges, and ethical issues. The results indicate strong agreement on AI benefits such as personalized learning (mean value of 4.24) and increased efficiency in lesson preparation (mean value of 4.28), with 86% of teachers confirming its effectiveness (mean value of 4.16). Concerns mentioned include data privacy (mean 3.64), reduced critical thinking (mean 4.02), and a digital divide (mean 3.48). Teachers emphasized the need for training (mean 3.80), and AI is viewed as a complement to traditional methods (mean 4.26). The study underscores the importance of addressing ethical issues, ensuring equitable access, and enhancing training to fully harness AI’s potential for ELT. Recommendations include implementing comprehensive training programs and ethical guidelines to support human instruction rather than replace it, ultimately improving English language skills in higher education in Pakistan.

Keywords: Artificial Intelligence, English Language Teaching (ELT), Perception, University Teachers