AI for Augmenting Learning Objectives and Outcomes in Large and Heterogeneous ELT Classes

Persistent scepticism among English language educators regarding the implementation of AI tools stems from uncertainties about their pedagogical effectiveness and equitable application in heterogeneous classroom settings. Concerns regarding the potential depersonalization of instruction, and the intensification of existing educational inequities are frequently mentioned in the literature. Therefore, careful investigational research is essential to systematically examine these apprehensions, substantiate their validity, and guide the responsible integration of AI technologies within the domain of English language teaching. This research article aims to address this gap. The study will investigate the potential of using Artificial Intelligence (AI) in English Language Teaching (ELT) in large classes with diverse student profiles. As classrooms become increasingly heterogenous, with students from different linguistic, cultural, and academic backgrounds, traditional teaching methods may not effectively address the learning needs of every individual learner. This study is aimed at analysing the perceptions and experiences of students and instructors when AI-based tools and techniques are utilized in ELT. The findings will shed light on whether AI can enhance learning outcomes, engagement, and personalized instruction in large heterogeneous classes. The study also examines any challenges or barriers that may arise with the integration of AI in ELT. The results of this study will provide valuable insights into the scope and potential of incorporating AI in ELT to accommodate the diverse needs of learners in large class settings.