Artificial Intelligence in English Language Teaching: A Mixed-Method Comparative Study of Traditional and AI-Assisted Learning Models

Abstract

Artificial Intelligence (AI) is gradually reshaping educational practices across the world, including English Language Teaching (ELT). Digital tools now assist learners in writing, editing, vocabulary enrichment, and grammar correction. This study investigates the differences between conventional English teaching methods and AI-supported learning models in higher education. Using a mixed-method research design, the study analyses student engagement, writing improvement, feedback patterns, and learning outcomes. Quantitative findings are supported by qualitative insights from interviews and classroom observations. Results show that traditional instruction strengthens conceptual understanding and interpersonal communication, whereas AI-assisted learning promotes immediate feedback, self-directed practice, and flexibility. However, excessive reliance on AI may affect originality and deep-thinking skills. The study recommends a balanced instructional framework that combines teacher guidance with responsible technological integration.

Ähnliche Arbeiten