LEVERAGING AI POWERED LANGUAGE TOOLS TO ENHANCE ENGLISH PROFICIENCY AMONG COLLEGE LEVEL STUDENTS IN PAKISTAN: CHALLENGES AND ISSUES

Abstract

It is aimed to investigate the role of AI powered language learning tools for the enhancement of English language proficiency among college level students in Pakistan, with a particular focus on the challenges and contextual issues surrounding their implementation. Employing a mixed-method approach, the research combines quantitative and qualitative data to offer a comprehensive understanding of the effectiveness and limitations of tools such as ChatGPT, Grammarly, and Duolingo in the ESL context. Quantitative data were collected through pre- and post-intervention language proficiency assessments administered to 250 students across five colleges, measuring gains in vocabulary, grammar, and writing fluency after a 10-week AI-assisted learning program. Qualitative insights were gathered through semi-structured interviews with 15 English language instructors and focus group discussions with student participants to explore their experiences, perceptions, and barriers to AI integration. Findings reveal statistically significant improvements in students’ English language performance, particularly in grammar accuracy and written expression. However, the study also highlights major challenges, including limited digital access, varying levels of student digital literacy, resistance from traditionally trained faculty, and concerns over academic dependence on AI tools. These findings underscore the need for institutional readiness, teacher training, and culturally adapted AI tool development. The study offers practical implications for curriculum designers, educational policymakers, and technical education stakeholders aiming to integrate AI technologies into Pakistan’s higher education system to support equitable and effective English language learning.