INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS IN ESL CLASSROOMS: OPPORTUNITIES, CHALLENGES, AND PEDAGOGICAL IMPLICATIONS

This article investigates the integration of Artificial Intelligence (AI) tools into university-level ESL (English as a Second Language) instruction, focusing on their pedagogical potential, challenges, and implications. Drawing on recent empirical studies and classroom-based applications (Pham et al., 2023; Zou et al., 2023; Godwin-Jones, 2021), the article synthesizes current evidence on the use of AI-powered chatbots, automated writing feedback systems, adaptive learning platforms, and speech recognition technologies in language teaching. Findings indicate that AI tools enhance personalized learning, foster greater learner autonomy, and provide immediate, individualized feedback — factors shown to improve language proficiency and engagement (Zou et al., 2023). Case studies from 2021–2024 further demonstrate improved writing fluency and speaking confidence among ESL students when AI tools are systematically integrated into instruction. However, challenges persist, including digital literacy gaps, teacher readiness, ethical concerns around content generation, and the risk of over-reliance on AI systems (Hockly, 2018). The article concludes by offering evidence-based pedagogical recommendations for effective AI integration and highlights the need for sustained professional development to empower educators in navigating this evolving landscape. The findings underscore that while AI presents transformative opportunities for ESL pedagogy, its successful adoption requires a balanced, critically informed approach.