PEDAGOGICAL IMPLICATIONS OF USING AI FOR THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS

This study explores the pedagogical implications of integrating Artificial Intelligence (AI) into the teaching and learning of the English language in secondary schools, with a focus on the Nigerian educational context. As AI technologies rapidly evolve, their application in education offers transformative potential, especially in language instruction where tools like intelligent tutoring systems, automated assessments, and speech recognition software are becoming increasingly prevalent. The paper reviews key literature on AI’s role in enhancing personalized learning, providing immediate feedback, supporting assessment, and increasing students’ engagement. It also evaluates how AI alters teaching methodologies, learner autonomy, and classroom dynamics. Despite these benefits, the paper identifies significant limitations, which include infrastructural deficits, teacher resistance, technological inequity, and ethical concerns such as data privacy and cultural misalignment. These challenges are especially pronounced in developing countries, where resource constraints impede effective deployment of AI. The study emphasizes that while AI can augment pedagogical practices, it cannot replace the human elements critical to language learning, such as empathy, cultural understanding, and mentorship. Recommendations include investment in digital infrastructure, teacher training, curriculum alignment, and policy development on ethical AI use. Keywords: Artificial Intelligence, pedagogical implications, teaching and learning, English language, technological inequity.