LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 26:2 February 2026
ISSN 1930-2940

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         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

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Exploring the Human Dimensions of Artificial Intelligence in English Language Teaching

Dr. S. Latha Venkateswari

Abstract

Over the years, the teaching methodology of the English language continues to evolve as teachers take maximum efforts to impart language skills to the learners with more precision. Artificial intelligence (AI) with its intriguing tools and methodologies support teachers to a great extent in transforming the pedagogical landscape of English language teaching. Consequently, academicians focus more on enhancing language skills with AI tools than on the lack of human dimensions of English language teaching such as teacher-student interaction, ethical considerations, and emotional engagement. This paper explores how AI assists teachers in imparting language skills to learners while giving importance to the human facets of English language teaching. Also, it analyzes the opportunities and challenges that the teachers encounter in this process. The study further highlights how AI supplements both teachers and learners with learning resources, whereas teachers complement the classroom teaching-learning process through their unique human qualities such as empathy, cultural sensitivity, ethical judgment, and the responsible use of technology. The research article is based on the first-year syllabus of the Professional English course followed at the author's institution.

Keywords:Artificial intelligence, technologized classrooms, human dimension, language acquisition, ELT

Introduction

The rapid adoption of Artificial Intelligence (AI) in English language teaching (ELT) has transformed contemporary pedagogy. Intelligent Tutoring Systems, Natural Language Processing (NLP) tools, automated writing evaluators, chatbots, immersive virtual environments, and generative AI applications are transforming the process of teaching and learning. These innovations can increase efficiency, personalization, and accessibility.

Intelligent Tutoring Systems design content based on the learner's performance and offer guidance and instant feedback. Automated writing evaluators help students to correct grammar, add coherence, and develop vocabulary. Chatbots and virtual assistants stimulate conversations, help students practice fluency, and enhance their communication skills. Natural Language Processing (NLP) tools train learners in pronunciation and prosody. Generative AI provides learners with prompts, conversations, and writing tasks that make them practice effective speaking and writing. Though these tools help learners acquire language skills, a teacher's intervention in the learning process can contextualize feedback, spot errors, and identify cultural appropriateness.

A technologized classroom gives fewer opportunities to the learners to interact well during the teaching-learning process. Teachers project emotional intelligence, cultural sensitivity, and ethical judgment in their learning spaces. They show empathy, rapport, motivation, creativity, and understanding to equip learners with the required language skills. On the contrary, AI lacks this human dimension, reinforcing the idea that it can serve as a complement to human teachers rather than a replacement.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. S. Latha Venkateswari
M.A., M.Phil., M.Ed., PGDTS, Ph.D.
Professor of English
Government College of Technology
Coimbatore – 641013
TamilNadu
latha.s.eng@gct.ac.in

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