THE ROLE OF GENERATIVE AI IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: OPPORTUNITIES AND PEDAGOGICAL CHALLENGES
DOI:
https://doi.org/10.47178/qamx0b91Keywords:
Generative AI, EFL, Language Learning, Pedagogy, Digital EducationAbstract
The rapid advancement of generative artificial intelligence (GenAI) has significantly transformed educational practices, particularly in English as a Foreign Language (EFL) contexts. This study investigates the role of GenAI in enhancing teaching and learning processes while identifying its pedagogical opportunities and challenges. A mixed-method approach was employed involving 60 eleventh-grade students and two English teachers at a senior high school in Makassar, Indonesia. Data were collected through questionnaires, classroom observations, and interviews. The quantitative findings revealed that 83% of students reported increased engagement when using AI tools, while 78% perceived improvements in their writing skills. Additionally, 72% of students indicated that AI provided helpful personalized feedback. However, 65% admitted relying heavily on AI when completing assignments. Qualitative findings highlighted both benefits and concerns, including increased motivation, improved language exposure, and issues related to accuracy, over-reliance, and teacher readiness. The study concludes that while GenAI offers substantial potential to enhance EFL learning, its effectiveness depends on pedagogically informed implementation and teacher competence. A balanced integration of AI and traditional teaching strategies is recommended to maximize learning outcomes while minimizing risks.
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