Adaptation of Generative-AI Technologies for Teaching and Learning Innovative Practices and Challenges from the Global Perspective

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ID: 335368
2025
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Abstract
Generative AI technologies have advanced rapidly to bring fundamental improvements to English Language Teaching (ELT). ChatGPT, along with Grammarly and ELSA Speak tools. The present research aims to examine how Generative AI operates within ELT programs while evaluating its functional enhancements and obstacles and forecasting proper usage guidelines. A PRISMA guideline serves as the methodological approach to analyze peer-reviewed articles and case studies, and empirical studies published between 2018 and 2024. The review provides the results that integrated generation of essential content by AI results in better achievement of students through instant feedback and automated grammar checks and interactive conversation practice, and adaptive vocabulary learning features. These tools enable self-learning capabilities, but their computer systems engage students in education while running teacher-administrative tasks automatically. Moreover, the adoption of Generative AI is hindered by three main problems, including questions about content quality and data privacy constraints, algorithmic biases, and the inability to overcome digital disparities. Research results recommend that educational administrators and teachers who intend to introduce Generative AI in English Language Teaching sessions. Furthermore, educational organizations and policy agencies, and research institutions can use these research results to successfully integrate artificial intelligence technology in their teaching practices
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imported_1793229629_6ae2833dd7bae Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Ikramullah Khan
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Journal Pakistan Languages and Humanities Review
Year 2025
DOI
10.47205/plhr.2025(9-IV)25
URL
https://ojs.plhr.org.pk/journal/article/view/1319
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