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VOL. 12, ISSUE 3 (2026)
From AI assistance to AI literacy: Reframing english language teaching in the generative AI era
Authors
Dr. Padmapriya P, Dr. M Arthi
Abstract
The rapid emergence of generative artificial
intelligence (Gen, AI) has begun to reshape English Language Teaching (ELT),
particularly in relation to writing instruction, formative feedback, learner
autonomy, assessment, and teacher professional practice. While a growing body
of research reports positive effects of artificial intelligence (AI)-supported
language learning, concerns surrounding overdependence, academic integrity,
inaccurate feedback, reduced critical engagement, inequitable access, and
teacher preparedness remain unresolved. This study investigates how recent empirical
research conceptualizes the pedagogical role of Gen AI in English language
education and identifies the conditions under which AI can function as a
pedagogical support rather than a substitute for human teaching and learning. A
systematic review methodology was employed to synthesize recent peer-reviewed
empirical and review studies concerning AI and English language education, with
particular attention to Gen AI-supported writing, feedback, learner engagement,
critical thinking, teacher competence, and classroom integration. The synthesis
indicates four major findings. First, AI-supported instruction can enhance
individualized feedback, writing development, learner engagement, and
opportunities for language practice. Second, the educational value of AI
depends substantially on teacher mediation and students' capacity to evaluate
AI-generated output. Third, teacher Gen AI literacy is emerging as a
multidimensional professional competence involving technological knowledge,
pedagogical application, evaluation, instructional design, and ethics. Fourth,
unrestricted AI use may reproduce or intensify existing inequalities associated
with digital access, linguistic norms, academic integrity, and AI literacy. The
study therefore proposes a human-centred AI-mediated ELT framework in which
teachers remain pedagogical decision-makers and AI functions as a scaffold for
interaction, reflection, revision, and experimentation. The findings suggest
that the central question for contemporary ELT is no longer whether AI should
be used, but how learners and teachers can develop the literacy required to use
it critically, ethically, and pedagogically.
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Pages:62-37
How to cite this article:
Dr. Padmapriya P, Dr. M Arthi "From AI assistance to AI literacy: Reframing english language teaching in the generative AI era". International Journal of English Research, Vol 12, Issue 3, 2026, Pages 62-37
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