INVESTIGATING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON LANGUAGE LEARNING AND TEACHING

Abstract

This study investigated the impact of artificial intelligence on English language learning and teaching in Pakistan through a mixed-methods approach. The research involved 150 English teachers and 300 students from public and private schools across Lahore, Karachi, and Islamabad. Data collection utilized structured questionnaires, semi-structured interviews, classroom observations, and pre-post assessments over a 12-week period. Results revealed significant improvements in students' language proficiency, with speaking skills showing the highest enhancement (mean improvement of 2.8 points). Teachers demonstrated positive attitudes toward AI integration, with 78% reporting increased student engagement. However, challenges included limited internet connectivity (65% of schools) and inadequate teacher training (72% of participants). The study found that AI tools like Duolingo and Grammarly enhanced personalized learning experiences and provided immediate feedback. Statistical analysis showed significant correlations between AI tool usage frequency and language skill improvements (p<0.05). The findings suggest that while AI presents substantial opportunities for language education enhancement in Pakistan, successful implementation requires addressing infrastructure limitations and providing comprehensive teacher training programs.