LEVERAGING AI-POWERED LANGUAGE TOOLS TO ENHANCE ENGLISH PROFICIENCY AMONG SECONDARY SCHOOL STUDENTS IN PAKISTAN: CHALLENGES AND OPPORTUNITIES

Abstract

This study explores the integration of AI-powered language learning tools in enhancing English language proficiency among secondary school students in Pakistan. Adopting a mixed-method approach, quantitative data was collected through pre- and post-intervention language assessments of 200 students using AI tools such as ChatGPT, Grammarly, and Duolingo. Qualitative insights were drawn from semi-structured interviews with 20 English teachers and focus group discussions with students from both urban and rural schools. Findings revealed significant improvements in students’ vocabulary acquisition, grammar accuracy, and writing fluency, particularly in urban settings with better digital access. However, challenges such as limited infrastructure, low digital literacy, and resistance from traditionally trained educators hinder widespread adoption. Teachers also expressed concern over students' overreliance on AI for tasks that require critical thinking. The study highlights the need for policy support, localized AI tool development, and teacher training to maximize the pedagogical benefits of AI in ESL contexts. These findings offer practical implications for curriculum developers, education policymakers, and EdTech innovators in Pakistan aiming to bridge the English proficiency gap through technology.