We are pleased to announce the release of the Issue of ELT Choutari (October-December 2025). This issue presents a collection of reflective accounts from English language teachers and practitioners, offering diverse perspectives on teaching, learning, and research.
Since it is a generic issue, it includes articles from diverse fields of English language teaching in the context of Nepal. ELT Choutari is a platform to share the English language teachers’ experiences regarding their practices and experiences. This issue is the result of the same. For this, we are grateful to all the contributors. We encourage English language teachers and practitioners to contribute in the future issues as this can share and document our reflective practices.
The following section includes the contributors with the gist of their reflections. We hope their experiences and anecdotes will benefit our esteemed readers.
Mr. Dev Ram Joshi, in his article, explores the engagement of learners in English language learning through project-based learning integrated as internal assessment in the secondary level curriculum. His technical action research reflects that his students increased the time to study English subject, developed their writing skill including handwriting and composition skills and presentation skills such as pronunciation, clarity, and confidence. Meanwhile, they started to learn English by studying other reference materials as well.
Likewise, Mr. Dammar Singh Saud in his article drawing on personal experience and educational theories, argues for reflective, context-sensitive, collaborative, and well-resourced Teacher Professional Development. He advocated that, learning from countries like Finland and Singapore, Nepal must prioritise teacher agency, mentorship, digital readiness, and long-term systemic reform.
Similarly, Mr. Khem Raj Rauteda, in his article, reflects his experience implementing translanguaging pedagogy to enhance learner engagement in a multilingual secondary classroom in Nepal. Through reflecting on his role as a facilitator and co-learner, he found that translanguaging nurtured culturally responsive pedagogy, strengthened relationships, and empowered students, providing valuable insights for inclusive English language teaching in multilingual contexts.
Similarly, Mr. Janak Sigdel, in his article, explores the ongoing challenges of implementing Information and Communication Technology (ICT) in rural community schools in Nepal. His reflection highlights key barriers, including inadequate infrastructure, lack of electricity, limited internet access, and low digital literacy among teachers. His article underscores the growing digital divide between urban and rural schools, advocating for policy interventions and capacity-building programmes to promote more equitable and sustainable ICT integration in education.
Likewise, Mr. Nar Bahadur Bist, in his article, deals with the complicated and changing nature of English as a Medium of Instruction (EMI) in language planning and policy in Nepal. He discusses how English has established a dominant presence in the education system, as well as a larger presence in society, despite Nepal’s non-colonial relationship with Britain, shaping ideologies, creating inequalities, and affecting cultural identity.
Moreover, Mr.Arjun Jung Rayamajhi, in his article, discusses the integration of ChatGPT in English language teaching in Nepalese community schools with its opportunities and challenges. He argues that ChatGPT offers the possibility to experience a personalized learning process and support engagement growth in the underprivileged setting. However, it also emphasizes the significance of the human factor, critical thinking, and ethical competence.
For your convenience, here are the hyperlinks to the blog posts:
Lastly, we extend heartfelt gratitude to all our editors and reviewers — Ganesh Kumar Bastola, Jeevan Karki, Dr. Nani Babu Ghimire, Dr. Jnanu Raj Poudel, Sagar Poudel, Binod Duwadi, Puskar Chaudhary, Dr. Yadu Prasad Gnawali, and Dasharath Rai—for their dedicated efforts in bringing this issue to completion.
ELT Choutari is a platform for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities. We invite you to contribute to our upcoming issue by submitting your articles and reflections to 2elt.choutari@gmail.com.
The development of artificial intelligence (AI) is transforming the global education system. ChatGPT and effective AI models are now essential innovations in the language teaching and learning field. By providing technology to community schools with limited resources and infrastructure, scholars can gain insight into the potential and challenges of AI in resource-poor environments. This paper is a reflection of the recent empirical studies and my personal experience as a teacher and researcher to relate critically to the effects of ChatGPT on English language teaching. The input analyses the moderation through which AI transforms pedagogy, addresses learners’ differentiated desires, and works under the moral and infrastructural measurement of AI technology in Nepal. The data of this input are grounded in teacher interviews, classroom observations, and student-centred surveys, digging deep into the use and impact of AI tools. The output provides recommendations for maximising ChatGPT use to promote language acquisition in resource-scarce classrooms while alleviating accessibility, training, and moral challenges.
The ChatGPT: A Personalized and Engaging Commitment
The individualized ChatGPT capability to provide learners with feedback that is personal and immediate has been a possible offer of integration of learners up until now; something that is not practicable in a typically busy community classroom. ChatGPT is an artificial intelligence model called OpenAI, which is a state-of-the-art generative machine that can understand and produce human-like text after recognition of the given output. It is, in other words, a pillage of the substitution of creative slaves. It is also a testament to the increasing sensibility that there is a need for differentiated instruction (Zhang, 2022). In its essence, the ChatGPT implies that learners should learn at a pace which is commensurate with the timing that befits them. I personally think the OpenAI model is selfish and a more strenuous taskmaster. The state-of-the-art artificial intelligence OpenAI is more observant than a schoolteacher is and is a capable assistant anytime, even when students are away from the classroom (Sharma & Koirala, 2021). It makes the conversation more interactive and more exciting; the chatbot responds in the way the learner asks the questions. This miraculous discovery also helps shift it from the strength of monologue teaching, making space for the value of voices by offering the learners opportunities to communicate, share, be more interactive, and engage in the conversation (Patel & Uddin, 2022). Indeed, it is a deviation that it is possible because the basis for differentiation and the structure of any learning system is a one-size-fits-all mentality (Thapa, 2021). Time has changed, and increasing sensitivity embraces the ideas of differentiated instruction in such a diversity of educational responses from the learners.
Pedagogical Transformation: From Deliverer to Facilitator
As for the pedagogical transformation, the other phenomenon observed with the help of ChatGPT is the possibility to shift the role of teachers from the main source of knowledge to the person who designs the improved learning processes (Mishra & Koehler, 2006). The key manifestation of this AI incorporation was the opportunity to use AI not as the medium to replace a teacher but as a tool that supports the learning process. In this way, teachers stop being the main content deliverers and become the facilitators and guardians of the AI-supported learning process. Generally, teachers are also communicators and problem-solvers; they possess the complex skill set that they should hand down to their students. The example of the pedagogical transformation made me reflect on the potential of teachers to design more individualistic and student-friendly plans that incorporate a range of AI-based tools. This, of course, requires teachers to become literate in AI and be aware of the options and the limitations of machines in their problem-solving strategies. To me, such a transfer implies a range of professional development opportunities, a permissive organisational culture, and facilitating policies regarding the conditions under which teachers can participate in experimentation and engage in reflective practice.
Confronting Challenges: Infrastructure and Equity
I acknowledge that the successful integration of AI requires teachers to balance the affordances of the digital media and their professional judgment and situational knowledge. It challenges teachers to organise print-based interpretations so that the students’ work is steerable, so that it can provide the role of humans, such as motivation and ethical guidance, because their work was or could be used to take advantage of the affordances of the artefact. Even though I view my reflection from an optimistic perspective, it is a fact that the infrastructural and resource challenges persist in the schools of Nepalese communities. For instance, the lack of internet connections, the lack of digitalisation of the devices, and sporadic power interruptions become an obstacle to the promise of the integration of AI. Socially, such disparities present threats of increasing the inequities in education that would favour the students in cities or good school districts over disadvantaged rural students. I think my reflection necessitates an immediate policy action to close this gap and investments in enhancing digital infrastructure and the fair distribution of technology.
Ethical Considerations: Striking a Balance between Innovation and Integrity
Another ethical aspect that has been imprinted in my mind was the issue of danger. While ChatGPT has the potential of becoming a learning scaffold, one of its applications, the unregulated and unrestricted use, could lead to more plagiarism, reduced creativity, and a weaker need for critical thinking. All three problems touch upon excuses issued by educators when talking about ChatGPT. In my view, the solution is neither to eliminate the use of AI nor to promote the paradigms of its application that would be equitable. Teachers and policymakers play the most active role in the promotion of decency, offering students digital ethics lessons that teach them how to use AI tools meaningfully and responsibly. In the Nepalese context, a considerable amount of national and institutional support is needed. On a national scale, the government should adopt a policy that would regulate the use of AI in education, making it more just. For this, the curricula change is a must, with digital ethics and literacy being added. Moreover, the government should offer guidance and resources for educators, explaining how to use AI responsibly. On the institutional scale, a school should pay due attention to the note of how important academic honesty, perseverance in the face of misuse, and the desire to solve problems instead of finding an easy way out are. Teachers will always be in need; such moral custodians will have to teach students how to become their own moral mentors, inciting them to use ChatGPT as a source of inspiration for development, rather than praise for creativity.
Moving toward Sustainable Integration: Policy Support and Professional Development
As has been discussed above, the integration of ChatGPT cannot be successful via a technical training programme but rather one that is evidence-based with pedagogical, ethical, and reflection aspects. From the reflection I have undertaken, professional development is continuous, situational, and participatory. The aspects can create teacher confidence and innovativeness. Education policymakers can help in developing clear guidelines and ethical norms that ensure AI supplements the current subject matters and increases universal access. To achieve this measure, the initiatives should be co-designed with teachers, students, and communities to be culturally responsive and viable.
Conclusion
This paper discusses the implementation of ChatGPT in Nepalese community schools, identifying its benefits and drawbacks, and analyzing its potential contribution to English language acquisition. It discusses AI applications like ChatGPT, which offers the possibility to experience a personalized learning process and support engagement growth in the underprivileged setting. The implementation of ChatGPT at Nepalese community schools offers more advantages than disadvantages. While achieving individual educational plans and centring students resulted in multiple case benefits, this method requires stronger control on the part of teachers, infrastructural investments, and ethical considerations regarding the current programme. Policymakers and teachers can use this to understand that while the introduction of new technology can be more advantageous, this consideration should also be supported with a relevant and sensitive approach based on the context and students’ perspectives. This paper confirms the opinion on the potential extension of the educational process with the help of technology. However, it also emphasizes the significance of the human factor, critical thinking, and ethical competence.
The implementation of ChatGPT in Nepalese community schools can truly be an opportunity. It seems to be the most eternal way to individualised learning, which guarantees student interest with the help of an approach based on an individualistic manner. Still, it has a number of challenges, such as the appearance of new teacher roles, impacts on infrastructure, and the necessity to consider ethical considerations all the time. The future of AI-enhanced language learning is conditioned by the context-targeted planning and assumes the consideration of the educator’s expertise, institutional and national policy, and independence of the students.
References
Adhikari, P., & Pradhan, S. (2021). Digital inequality and its impact on education in Nepal. International Journal of Education and Development, 43, 2, 114–128.
Bates, T. (2020). Teaching with AI: Embracing artificial intelligence in education. Educational Technology Journal, 58, 6, 22–34.
Bhandari, S. (2021). Promoting digital literacy in Nepal’s education system. Asian Journal of Educational Research, 5, 3, 45–52.
Bista, B. (2022). AI and education: Opportunities and challenges in Nepalese community schools. Journal of Nepalese Education, 17, 1, 88–101.
Brown, T., Mann, B., Ryder, N., Subbiah, M., Kaplan, J. D., Dhariwal, P., … & Amodei, D. (2020). Language models are few-shot learners. Advances in Neural Information Processing Systems, 33, 1877-1901.
Gautam, M. (2021). Teacher preparedness for AI integration in education in Nepal. Journal of Modern Education, 25, 4,110-125.
Giri, A. (2021). Differentiated instruction in Nepal’s classrooms: An AI perspective. Nepal Journal of Education Studies, 9, 2, 102–114.
Hwang, G. J., & Chu, H. C. (2021). AI-assisted personalized learning and its effects on student performance. Educational Technology Research and Development, 69, 1, 87–104.
Khatiwada, S., & Bhandari, P. (2022). Pedagogical transformation through AI in Nepalese schools. Journal of Educational Development, 10, 1, 50–64.
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 6, 1017–1054.
Zhang (2022). Towards risk-aware artificial intelligence and machine learning systems: An overview. Decision Support Systems, 159, 113800.
Patel, P., & Uddin, M. N. (2022). AI for algorithmic auditing: Mitigating bias and improving fairness in big data systems.International Journal of Social Analytics,2(1), 49.
Thapa, K. (2021). Adapted long short-term memory for concurrent human activity recognition. Computers, Materials &Continua, 69(2),16531670.
Author’s Bio: Mr Arjun Jung Rayamajhi is an MPhil scholar in English Language Education at Kathmandu University. He is a secondary-level English language teacher at a community school in Nepal, where he has been actively engaged in classroom teaching, academic mentorship, workshops, and training. His research areas are ICT and ICT-based teaching. He can be reached at arayamajhi16@gmail.com.
Writing a thesis has always been a difficult and involved undertaking, especially for someone with a technical background like me. As an Electronics and Communication Engineer with further degrees in Technology and Innovation Management, and now concentrating in Information System Engineering, I frequently found communicating complicated technical thoughts in written academic form difficult. During my first master’s degree, I depended extensively on a friend with an English degree to help me polish my assignments. However, the development of artificial intelligence (AI) applications such as ChatGPT, QuillBot, and Grammarly transformed my academic path. These tools not only helped me write, but also gave me the confidence and inventiveness to handle the difficulties of thesis writing on my own. In this paper I reflect on my academic writing during thesis journey and explore how AI tools have influenced my experience and approach throughout the process.
What and Why AI in Academic Writing
Historically, academic writing relied mainly on human editors and static grammar tools. Today, AI has progressed into interactive and sophisticated writing assistants. In addition to thesis writing, AI techniques are now being used in language schools (Li, Xu, Li, and Shi , 2025). They help students with vocabulary development, grammatical checking, real-time feedback, and even conversation practice. This democratization of AI tools enables students from all language origins to confidently participate in academic writing and communication.
Artificial intelligence (AI), a dynamic subject of computer science, is intended to mimic human intelligence in activities such as problem solving, language understanding, and decision making (Russell & Norvig, 2016). With the advancement of advanced natural language processing (NLP) models, AI is becoming more integrated into academic writing. Tools like OpenAI’s GPT models have transformed the way scholars create, refine, and polish academic articles. The application of AI in academic writing increases productivity, ensures clarity, and assists writers with varied levels of linguistic proficiency.
AI as a Tool to Enhance Creativity in Academic Writing
AI has played an important role in improving the quality and clarity of my work. For example, ChatGPT helped me analyze data and draft complex thoughts. It guided me throughout the process of researching, writing, and publishing. To be specific, I used it to identify research gaps, decide on research design, review relevant literature and develop research tools, analyze data, and sharpen my language. While engaging in this prompt engineering, creating detailed and unambiguous instructions was critical to achieving the best outcomes. That is to say, making prompts with unambiguous instructions would allow getting an accurate result. A prompt like “Continue writing in a formal tone, maintaining coherence with the previous paragraphs” ensured that my writing style remained consistent throughout.
I used QuillBot, a paraphrasing tool, to reorganize and enhance my phrases. It ensured that my ideas remained original and well-articulated, which considerably improved the fluency and coherence of my arguments. . Its contribution to my thesis writing journey was critical in achieving clarity, coherence, and originality. The ability of QuillBot to improve the fluidity of my arguments while maintaining the integrity of my ideas has significantly improved the quality of my thesis content. It’s worth noting that, in some cases, I used ChatGPT to help with initial drafts, and QuillBot was invaluable in paraphrasing and fine-tuning the text. The seamless collaboration between ChatGPT and QuillBot ensured that the ideas generated by ChatGPT were refined and tailored to meet the desired excellence in academic writing. This collaboration produced a thesis that not only reflects my original ideas but also demonstrates a refined and coherent presentation of ideas, demonstrating the complementary nature of these AI tools in writing.
Grammarly provided linguistic precision by correcting grammar, punctuation, and stylistic problems in real time. The tool’s real-time suggestions and in-depth analysis not only saved my time, but also improved my document’s overall language proficiency, resulting in a polished and professional academic work.
As I progressed through the thesis writing process, a critical checkpoint for a plagiarism test held at Tribhuvan University’s Central Library. The researcher meticulously examined the document for any potential instances of plagiarism using the iThenticate software. The software revealed a commendable similarity index of 4%, which is significantly lower than the acceptable threshold of 20%. This success highlighted the prudent use of AI tools in ensuring the research’s originality and authenticity.
Apart from these, various AI- powered tools have emerged recently. These AI assistants ; Jenni (assists to devise precise heading and outlines for your research, Paperpal ( gives real time academic writing feedback and while Brainstorming, creating headings paraphrasing and proofreading ) ChatPDF( supports in literature review by summarizing the content), Research Rabbit (helps to review related literature by visualizing research networks), Zotero( manages references and generates notes) and many others have been widely used to reduce human effort and bring efficacy in writing.
Strengths and Challenges of AI in the 21st Century
AI tools can be used as a good research assistant from brainstorming to writing journal articles. Khalifa and Albadawy (2024) outline nine dimensions of using AI in research. They are: Idea development and research design, content development and structuring, literature review and synthesis, data management and analysis, editing, review and publishing support, communication, outreach, and ethical compliance. It increases creativity via idea generation and vocabulary development which in turn helps to enhance autonomy and fluency in writing process. AI has also been supportive to maintain accuracy in research reports and develop readability and refining language.
However, it is to be noted that AI tools are not fault –free. They occasionally generate inaccurate, biased or irrelevant content. Similarly, over-reliance on AI tools may hinder original thinking. It is risky that the author may skip the processes of analyzing, interpreting and evaluating ideas themselves which eventually curtail the skill of independent judgment. Moreover, relaying on the tools and their prompt results may keep the readers’ way from deep reading, reflecting and synthesizing ideas on their own. Moving forward with the advancement of AI tools there is a big question regarding the issues of ethical consideration around authorship and plagiarism. Khalifa and Albadawy (2024) conclude that a careful balance between utilization of AI and human insight is recommended to ensure that while AI invites efficiency and analytical power, the creativity and critical thinking inherent in human intelligence is not overshadowed. Hence, it is recommended that AI should be viewed as a complement to, rather than a replacement for, human critical thinking or intellectual endeavor. Otherwise it is possible that academic works turns into a mechanical exercise hindering in the development of high order skills like critical thinking, and criticizing.
Conclusion
With the proliferation of various advanced AI tools academic research and writing has been simplified, enhanced, efficient, and less labour- intensive. But too much reliance can stifle originality and critical thought. Challenges lies in balancing the benefits of AI with the need to uphold academic integrity. Therefore, it is imperative that they be used critically and ethically. AI tools should be used as a complement to rather than a substitute to academic rigor.
References
Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods and Programs in Biomedicine Update, 100145.
Li X, Xu Y, Li P, Shi Y. Application of artificial intelligence in English teaching content innovation and teaching method optimization. Journal of Computational Methods in Sciences and Engineering. 2025;25(3):2745-2755. doi:10.1177/14727978251321645
Russell, S., & Norvig, P. (2016). Artificial Intelligence: A Modern Approach (3rd ed.). Pearson.
Author’s Bio: Saban Kumar K.C. is a Senior Lecturer at Kathford International College (Affiliated to Tribhuvan University, Nepal), with a focus on Electronics, Communication, and Information Engineering. His research interests include deep learning, blockchain technology, IoT applications, and engineering education. He has published peer-reviewed papers and actively supervises undergraduate research and innovation projects. He is passionate about bridging technology with local development needs and promoting interdisciplinary approaches in engineering.
This study examines the multifaceted impact of artificial intelligence (AI) within the academic realm, specifically focusing on the writing tool ChatGPT. This research aims to explore the perspectives of teachers regarding the use of AI in English language teaching. For this purpose the data were elicited through semi-structured interviews with four English language teachers, especially focusing on the role of teachers and the advantages and limitations of AI-based tools in ELT. The findings of this study contribute to the ongoing discourse on the optimal integration of AI in the academic landscape, providing valuable insights for practitioners, policymakers, and researchers alike.
Keywords:Artificial Intelligence, ChatGPT, Human Intelligence
Introduction
Artificial Intelligence has garnered significant attention in recent years, propelled by advancements such as the development of ChatGPT, a novel writing tool created by OpenAI. OpenAI (n.d.) asserts that ChatGPT possesses the remarkable capability to generate answers to even the most complex inquiries in the fields of science and technology. ChatGPT has been widely acclaimed for its versatility. ChatGPT stands apart from other chatbots due to its utilization of natural language techniques, enabling it to respond in a truly conversational manner to user-generated inquiries (Metz, 2022). It engages in conversational interactions, allowing it to answer follow-up questions, acknowledge errors, challenge incorrect assumptions, and decline inappropriate requests (OpenAI, n.d.). It is a versatile AI language model that allows users to have interactive conversations and address a wide range of writing challenges with the help of AI-powered agents.
AI-powered tools, such as ChatGPT, have become increasingly popular in the realm of writing and communication. These tools offer users the convenience of automated assistance, enabling them to generate content, brainstorm ideas, and receive instant feedback. According to Wen and Wang (2023), the most promising aspect of ChatGPT is its capacity to use deep learning techniques to provide replies to text input that is human-like at a level far above that of any other AI model. OpenAI’s ChatGPT has gained attention for its ability to generate coherent and contextually relevant responses, making it a potentially valuable resource for writers, researchers, and students alike. Lund and Wang (2023) stated that ChatGPT is a freely available tool created by OpenAI that makes use of GPT technology. It may perform a variety of text-based requests as a sophisticated chatbot, including responding to basic inquiries and carrying out more complex activities like creating thank-you notes and solving problems with productivity.
The utilization of AI tools in educational settings has become a subject of particular interest. ChatGPT shows great promise in open education by enhancing the self-reliance and self-direction of self-taught learners while remaining practical and flexible in its application (Firat, 2023). The integration of AI, particularly ChatGPT, into the academic landscape has sparked numerous discussions and inquiries regarding its impact on various aspects of education. Consequently, this study seeks to provide valuable insights for scholars, educators, and researchers by critically examining the multifaceted implications of AI in the academic realm.
Method
In this study, a narrative research approach was employed to explore the multifaceted impact of AI, specifically ChatGPT, within the academic landscape. The methodology involved the collection and analysis of data from various sources, including interviews with four English teachers and insights from the creators of ChatGPT. By incorporating data from these diverse sources, the study aimed to provide a comprehensive understanding of the subject matter. Interviews were conducted with teachers to collect firsthand experience using AI technologies in English language teaching,
Results and Discussions
The results and discussion section elucidates the outcomes derived from an exploration of the impact of artificial intelligence, specifically ChatGPT, on human intelligence, with a focus on its implications in English language teaching and learning.
The AI’s Influence on Human Intelligence
The advent of artificial intelligence, exemplified by ChatGPT, has ignited extensive debates and discussions regarding its potential impact on human intelligence. The findings of this study revealed a diverse range of perspectives among the respondents. T1 and T3 expressed surprise and concern, highlighting their doubts about humans’ ability to invent a tool that challenges their intellectual relevance. This sentiment underscores the underlying fear of obsolescence that some individuals experience in the face of advancing AI technologies. T1, when confronted with the latest developments in AI, exhibited a palpable sense of surprise. This surprise emanated from the realization that AI has progressed to a point where it challenges the traditional understanding of human intellectual superiority. T1’s astonishment is evident in their statements, such as “I never thought we’d see the day when machines could pose a threat to our cognitive prowess.”
As T1 delved deeper into the implications of these advancements, a concern emerged regarding the feasibility of humans inventing tools that could rival or surpass their intellectual abilities. This concern was expressed through questions like, “Can we really create something that competes with the complexity and depth of human thought?” T1’s skepticism underlines a fundamental doubt about the potential of human ingenuity to keep pace with AI, contributing to the broader narrative of anxiety surrounding the evolving relationship between humans and technology, as discussed by Mukherjee (2020).
On the contrary, T2, when reflecting on the historical trajectory of technological innovations, emphasized the positive narrative that has accompanied these advancements. T2 pointed out the widespread celebration of inventions such as calculators, highlighting their role in revolutionizing mathematical efficiency. “Think about how we celebrated the advent of calculators,” T2 remarked, “they didn’t replace our ability to think but amplified our computational power, making complex tasks more accessible.” T2’s narrative suggests a pattern of historical celebration rooted in the belief that these technologies, far from diminishing human capabilities, have consistently augmented, and improved various aspects of daily life.
In the same vein, T4 emphasized a historical inclination to celebrate innovations that improve efficiency and connectivity; a perspective consistent with the findings of Arini et al. (2022).Drawing parallels to earlier technological advancements, T4 invoked the example of televisions, highlighting their role in shaping the entertainment and news dissemination. T4 argued, “We’ve consistently celebrated inventions that bring people together and make our lives more efficient. It’s a testament to our openness to embracing technologies that amplify human capabilities.” T2 and T4 argued that the historical celebration of technological inventions, such as calculators, televisions, and the internet, indicates a propensity for embracing advancements that enhance human capabilities and improve efficiency (McGee, 2023). McGee’s study further supports this notion by demonstrating ChatGPT’s ability to craft compelling short stories, showcasing the potential of AI in creative endeavours and suggesting that AI can be a valuable tool for augmenting human intelligence.
The positive perspectives expressed by T2 and T4 emphasize the potential benefits of AI in augmenting human intelligence. The respondents highlighted the efficiency and effectiveness of AI-powered technologies, such as intelligent tutoring systems and personalized recommendation algorithms, in enhancing learning, problem-solving, and decision-making capabilities. This aligns with the notion that AI can provide access to vast amounts of information and enable faster and more accurate processing, ultimately improving human cognitive performance.
However, it is important not to disregard the concerns raised by T1 and T3. T1’s concerns revolve around the potential consequences of excessive reliance on AI, particularly in the realm of critical thinking and problem-solving. T1, expressing apprehension, noted, “We need to be cautious about depending too much on AI for our thinking processes. There’s a risk of diminishing our ability to critically analyze situations and solve problems independently.” T1 raises an essential consideration, pointing to the necessity of striking a balance between leveraging AI assistance and ensuring the continued development of human cognitive abilities. The concern is anchored in the belief that an overreliance on AI may hinder the cultivation of critical thinking skills, which are fundamental to human intelligence.
Similarly, T3’s caution regarding biases and ethical challenges associated with AI algorithms points to the need for scrutiny and regulation of AI systems to ensure fairness, transparency, and ethical decision-making. T3 remarked, “We can’t ignore the potential biases that AI algorithms may inherit, and the ethical dilemmas they might create. There’s a responsibility to ensure fairness, transparency, and ethical decision-making in AI systems.”
T3’s perspective prompts a critical examination of the societal implications of AI, emphasizing the importance of establishing ethical guidelines and regulatory frameworks to mitigate potential harms. T3’s caution serves as a reminder that the integration of AI requires thoughtful consideration to prevent unintended consequences and to safeguard against biases in decision-making processes.
A notable point of contention raised by T1 is the limitation of AI in replicating creativity and emotional intelligence, which are essential components of human intelligence. Human intelligence encompasses emotional understanding, empathy, and artistic expression, which AI struggles to replicate accurately. T2, when discussing the limitations of AI, emphasized the need to view AI not as a replacement for human creativity but as a tool that can complement and support it. T2 noted, “Sure, AI has its limitations, especially in replicating the depth of human creativity. But we shouldn’t see it as a hindrance; rather, AI can act as a valuable ally, offering new perspectives and possibilities.”
Further, T2 provided examples of AI applications in creative fields, such as music composition and visual arts, where AI algorithms have been used to generate novel ideas and inspire human artists. T2’s perspective reflects an openness to the collaborative potential between humans and AI, suggesting that rather than stifling creativity, AI can catalyze pushing creative boundaries.
Similarly, T4 echoed this optimistic perspective, recognizing the limitations of AI while emphasizing its capacity to act as a supportive force for human creativity. T4 stated, “AI may not fully replicate human creativity, but it can certainly enhance it. We’ve seen instances where AI-driven tools contribute to the creative process, offering fresh insights and sparking innovative ideas.”
T4 referred to collaborative efforts between artists and AI systems, showcasing how these partnerships can result in unique and groundbreaking creations. T4’s narrative underscores the idea that AI has the potential to inspire and augment human creativity rather than diminish it, presenting an optimistic view of the symbiotic relationship between technology and artistic expression.
Artificial Intelligence and its Role in English Language Teaching
The integration of Artificial Intelligence in English Language Teaching is transforming traditional pedagogical approaches. T2 and T4 provide unique insights into the various AI-driven innovations that enhance personalized learning experiences and streamline administrative tasks, contributing to a more effective and dynamic ELT environment.
While T2 emphasizes the concept of personalized learning and the transformative impact of AI in language assessment, as discussed by Sun (2023), T4 delves into AI’s role in refining language skills, particularly in the realms of speech recognition, pronunciation improvement, and immersive experiences. Both perspectives shed light on the multifaceted contributions of AI to language education, providing specific data and insights.
T1’s perspective aligns with T2’s focus on personalized learning, emphasizing the transformative impact of AI in language assessment. T1 acknowledges the potential of AI to revolutionize language learning by stating, “AI has the capability to analyze individual student data and create personalized learning paths. This tailoring extends to adaptive materials and exercises that cater to learners’ strengths and weaknesses, accommodating their unique pace and learning style.”
Furthermore, T1 emphasizes the role of automated evaluations facilitated by AI, covering various language aspects. T1 notes, “Automated evaluations encompass grammar, vocabulary, pronunciation, and writing. This comprehensive assessment ensures a well-rounded understanding of a student’s language proficiency.” T1 also underscores the accessibility and flexibility of language learning through the integration of AI-driven chatbots, stating, “The inclusion of AI-driven chatbots provides students with a 24/7 conversational interface for continuous language practice, enhancing accessibility and flexibility in language learning.”
In T4’s narrative, the focus is on AI’s role in refining language skills, particularly in the areas of speech recognition, pronunciation improvement, and immersive experiences. T4 underscores the real-time feedback provided by AI-driven applications, stating, “AI-driven applications offer real-time feedback on spoken language, assisting learners in honing their pronunciation and fluency.”
T4 expands on the role of AI in content creation and adaptation, in line with the research conducted by Koraishi (2023), who mentions, “AI contributes to content creation and adaptation, generating interactive materials tailored to individual needs and proficiency levels. This adaptability ensures a personalized and effective learning experience.” The integration of Virtual Reality (VR) and Augmented Reality (AR) technologies, powered by AI, is highlighted by T4 for immersive language learning experiences. T4 notes, “VR and AR technologies, powered by AI, provide immersive language learning experiences, simulating real-world scenarios for practical language use and cultural exposure.”
Moreover, T4 recognizes the value of AI in data analysis for educators, stating, “AI facilitates data analysis for educators, enabling the identification of trends and patterns in student performance. This data-driven approach enhances teaching methods and course effectiveness, ensuring a more tailored and impactful language education.”
T1 and T4’s narratives provide a comprehensive understanding of the varied contributions of AI to language learning. T2’s emphasis on personalized learning and transformative language assessment aligns with T1’s recognition of AI’s capability to tailor learning paths and facilitate automated evaluations. Additionally, T4’s focus on refining language skills through real-time feedback, immersive experiences, and data analysis complements the broader picture of AI’s impact on language education. Together, these perspectives highlight the rich potential of AI to revolutionize language learning, catering to individual needs, enhancing accessibility, and optimizing teaching methodologies.
The incorporation of AI into the academic realm has sparked discussions about the evolving role of teachers. T1 and T3 express concerns about the potential obsolescence of traditional teachers as AI-powered tools gain prominence. On the contrary, T2 and T4 highlight the enduring significance of human teachers, emphasizing the irreplaceable role of physical presence, support, guidance, and feedback in fostering student achievement.
T1, in expressing concerns about the integration of AI, specifically referenced AI-powered tools like ChatGPT potentially rendering traditional English teachers obsolete. T1’s apprehensions centre around the idea that advanced AI tools could replace or diminish the need for human educators. T1 remarked, “With tools like ChatGPT, there’s a risk that traditional English teachers might become obsolete. The worry is that AI could take over the role of guiding and instructing students in language skills.” T1’s perspective reflects broader anxiety about the changing dynamics in the academic sphere and raises questions about the potential displacement of human educators by AI technologies.
T3, in a similar vein, expressed apprehension about the impact of AI-based solutions on the necessity of human educators. T3 pondered whether learners, with access to AI solutions providing instant answers, might no longer require the guidance and expertise of human teachers. T3 articulated, “If AI can provide quick answers to every question, what’s left for human educators to do? There’s a risk that students may no longer see the value in learning from human teachers.” T3’s concerns highlight the potential shift in the perceived value of human educators in the face of readily available AI-based solutions, prompting a reflection on the evolving role of teachers in the educational landscape.
In contrast, T2 and T4 emphasized the enduring significance of human teachers in the learning process. They underscored the importance of physical presence, support, guidance, and feedback as pivotal elements contributing to students’ achievements. T2 specifically addressed the limitations of AI, stating, “While AI can offer assistance, it lacks the personal touch and nuanced understanding that human teachers bring to the table. The physical presence of a teacher is crucial in creating a supportive learning environment.” Similarly, T4 echoed this sentiment, stating, “AI can provide information, but human teachers provide more than just knowledge. They offer support, guidance, and personalized feedback that contribute significantly to students’ academic and personal development.”
The diverse perspectives of T1, T2, T3, and T4 highlight the complex considerations surrounding the integration of AI into education. The narratives collectively underscore the need for a balanced approach that leverages the strengths of AI tools while recognizing the irreplaceable role of human teachers. The integration of AI should be viewed as a supplementary aid, enhancing the educational experience rather than replacing the invaluable qualities that human teachers bring to the academic sphere.
One of the most substantial advantages of AI-based tools in academic writing is their potential to save time and improve efficiency (T1 and T3). Natural language processing algorithms, as highlighted in the study conducted by Golan et al. (2023), can assist authors in identifying and correcting errors in their work, enabling them to focus more on the content of their writing rather than on mechanical aspects. This aspect allows students and researchers to allocate more time and energy to higher-order cognitive processes, such as analysis, synthesis, and critical evaluation. However, it is crucial to exercise caution and critical judgment when utilizing AI tools in writing tasks to ensure the integrity and quality of the work produced. While AI can offer valuable support, it is not a substitute for the intellectual rigour and originality that human authors bring to their scholarly pursuits.
Respondents also acknowledged that while AI assists with various writing tasks, it also has its limitations. For example, ChatGPT struggles to accurately write a biography, underscoring the need for human teachers to fill these gaps and provide a more comprehensive and nuanced educational experience. This aligns with the perspective that AI should be viewed as a complement to, rather than a replacement for, human educators (McGee, 2023). It is essential to recognize the unique qualities and contributions of human teachers in fostering critical thinking, creativity, and interpersonal skills in students. The integration of AI in academic writing offers advantages in terms of time-saving and efficiency improvements, as highlighted by Golan et al. (2023). Nevertheless, a balanced approach that combines AI tools’ strengths with human educators’ expertise and guidance is essential to ensure a comprehensive and high-quality educational experience.
Conclusion
In conclusion, the integration of AI, specifically ChatGPT, in English language teaching has brought forth a range of outcomes with both positive and negative implications. AI Online platforms like Khan Academy, Massive Open Online Courses (MOOCs), and video conferences offer learners ample opportunities for self-directed learning, provides alternative pathways that do not impede individual development or hinder creativity. ChatGPT emerges as a valuable tool for empowering students with personalized advice, support receive tailored guidance. Additionally, ChatGPT serves as a self-evaluation and reflection instrument, cultivating accountability, active participation, and the development of essential skills and strategies for as self-directed learning. Hence, Instead of outright forbidding or dismissing the adoption of this technology, educational institutions should exercise appropriate control and promote responsible usage upholding ethical considerations and academic integrity. Educational institutions can achieve this by adopting a cautious and well-regulated approach that addresses potential risks or challenges while harnessing the potential of ChatGPT to enhance the learning experience (Office of Educational Technology, n.d.).
References
Arini, D. N., Hidayat, F., Winarti, A., & Rosalina, E. (2022). Artificial intelligence (AI)-based mobile learning in ELT for EFL learners: The implementation and learners’ attitudes. https://lighthouse-pub.com/ijesss/article/view/170
Firat, M. (2023). How ChatGPT can transform autodidactic experiences and open education?https://osf.io/9ge8m/
Lund, B. D., & Wang, T. (2023). Chatting about chatgpt: How may AI and GPT Impact Academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/lhtn-01-2023-0009
Mukherjee, R. (2020). The Introduction of Artificial Intelligence in ESL Teaching: Possibilities and Limitations. Changing Trends in Human Thoughts and Perspectives: Science, Humanities and Culture Part I, 89-93. https://jogamayadevicollege.ac.in/uploads/1594634946.pdf#page=101
Office of Educational Technology. (n.d.). Artificial intelligence in education: Promises and implications.https://tech.ed.gov/ai/
Sun, T. (2023). The Potential Use of Artificial Intelligence in ESL Writing Assessment: A Case Study of IELTS Writing Tasks. Irish Journal of Technology Enhanced Learning, 7(2), 42-51. https://journal.ilta.ie/index.php/telji/article/view/137
Wen, J., & Wang, W. (2023). The future of ChatGPT in academic research and publishing: A commentary for clinical and translational medicine. Clinical and Translational Medicine, 13(3). https://doi.org/10.1002/ctm2.1207.
About the Author: Dammar Singh Saud, currently serving as an assistant professor at Far Western University Darchula Multiple Campus in Nepal, earned his MPhil in English Language Education from Kathmandu University. His research focuses on several areas, including ELT Pedagogy, ICT in ELT, Professional Development, and Translanguaging.
