Artificial Intelligence in English Studies: Enabling or Disabling Instructional Practices

Abstract: The emergence of artificial intelligence (AI) in educational settings marks a transformative period in English studies, particularly in the domains of teaching and learning. As educators grapple with integrating AI-driven tools into traditional pedagogies, questions arise regarding their enabling and disabling effects on instructional practices. This paper examines the dual role of AI in English studies, exploring how these technologies enhance instructional delivery while also posing challenges related to academic integrity, creativity and critical thinking. This paper explores the double-edged impact of AI on English language education, highlighting its potential as both a boon and a curse. It examines AI’s transformative role in language learning tools, proficiency testing, and its ethical implications. The study argues that while AI offers immense opportunities for enhancing language acquisition, it also raises concerns about over-reliance, ethical fairness, and inclusivity. The paper concludes with predictions for the future of AI in education, emphasising the need for balanced integration and ethical oversight. Keywords: Artificial Intelligence, Language Learning, Ethical Considerations, Education Technology