Learning English Language FOR and FROM AI-Powered Tools in Pakistani Schools: Teachers’ and Learners’ Perspectives

Neelam Nisar; Mehartab Rabica; Muhammad Ali Adam

doi:10.34301/alsc.v7i2.45

Authors

Neelam Nisar Head of Professional Development at Sapphirine Solutions, Pakistan
Mehartab Rabica Research Assistant at Sapphirine Solutions, Pakistan
Muhammad Ali Adam Content Developer at Sapphirine Solutions

DOI:

https://doi.org/10.34301/alsc.v7i2.45

Keywords:

Adaptive learning platforms, AI-powered tools, Chatbots, English language Education, Language learning apps, Pakistani schools

Abstract

This research was undertaken to gauge the views of teachers and learners of English on using AI-powered tools to improve language skills in Pakistani schools. Since language learning is deeply rooted in a society’s environment and culture, the respondents were asked to share their perceptions, experiences, limits, and challenges in integrating such tools into English language education in schools. The study focuses on the tools used mostly by teachers and learners like chatbots (i.e. ChatGPT), applications (i.e. Duolingo), and adaptive learning platforms (i.e. Knewton). The findings conducted varied and thought-provoking analyses of perceptions, experiences, limits, and challenges regarding English language education and using AI-powered tools for learning it. Results favoured culturally and pedagogically rich and well-planned integration of selective tools in Pakistani schools. Adaptability and acceptance of English as a social, national, and international medium for communication is indispensable to attain a satisfactory proficiency level in Pakistani schools and society.

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