Integrating Artificial Intelligence in English Language Teaching: A Study of Teachers’ Practices and Students’ Achievements

Abstract

The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) is reshaping instructional practices and influencing students’ academic achievement. This qualitative study investigates how AI is incorporated into English language classrooms, with a particular focus on teachers’ practices and their impact on students’ learning outcomes. The study explores how educators use AI-based tools—such as intelligent tutoring systems, chatbots, and adaptive learning platforms—to enhance teaching effectiveness and support student achievement. A qualitative research design was adopted, utilizing semi-structured interviews, classroom observations, and document analysis to gather data from college-level English language teachers and students. Thematic analysis was conducted to identify key patterns related to instructional practices, pedagogical adaptations, and perceived student outcomes. The findings indicate that teachers who integrate AI effectively tend to adopt more student-centered, interactive approaches, thereby promoting learner engagement and autonomy. AI tools were found to support personalized learning, provide immediate feedback, and increase access to diverse educational resources. However, challenges such as inadequate technological infrastructure, limited professional training, and resistance to technological change were also identified. The study concludes that successful AI implementation depends on institutional support, training, and balanced pedagogical integration.

Keywords: Artificial Intelligence, English Language Teaching, Teachers’ Practices, Students’ Achievement, Qualitative Study, ELT