Version 1
: Received: 24 August 2023 / Approved: 24 August 2023 / Online: 25 August 2023 (09:01:44 CEST)
How to cite:
Eslit, E.R. Revitalizing English Language Teaching (ELT): Unveiling Evolving Pedagogies and AI-Driven Dynamics in the Post-Pandemic Era. Preprints2023, 2023081774. https://doi.org/10.20944/preprints202308.1774.v1
Eslit, E.R. Revitalizing English Language Teaching (ELT): Unveiling Evolving Pedagogies and AI-Driven Dynamics in the Post-Pandemic Era. Preprints 2023, 2023081774. https://doi.org/10.20944/preprints202308.1774.v1
Eslit, E.R. Revitalizing English Language Teaching (ELT): Unveiling Evolving Pedagogies and AI-Driven Dynamics in the Post-Pandemic Era. Preprints2023, 2023081774. https://doi.org/10.20944/preprints202308.1774.v1
APA Style
Eslit, E.R. (2023). Revitalizing English Language Teaching (ELT): Unveiling Evolving Pedagogies and AI-Driven Dynamics in the Post-Pandemic Era. Preprints. https://doi.org/10.20944/preprints202308.1774.v1
Chicago/Turabian Style
Eslit, E.R. 2023 "Revitalizing English Language Teaching (ELT): Unveiling Evolving Pedagogies and AI-Driven Dynamics in the Post-Pandemic Era" Preprints. https://doi.org/10.20944/preprints202308.1774.v1
Abstract
This study delves into the dynamic intersection of artificial intelligence (AI) and English Language Teaching (ELT) within the post-pandemic educational landscape. Grounded in Constructivism, Connectivism, and Technological Pedagogical Content Knowledge (TPACK), this research explores how AI integration impacts language instruction efficiency, benefits and challenges perceived by St. Michael's College students, differences in learning outcomes, and its potential to address the digital divide. Employing a qualitative approach, the study employs a rigorous method that includes intensive in-depth reviews of literature, maximum purposeful sampling, informal interviews, observation, and thematic analysis. Through these methods, data was collected from 30 participants, leading to the identification of five key themes. Findings suggest that AI enhances instructional efficiency, offers personalized learning experiences, and bridges gaps in remote settings. However, challenges and the importance of pedagogical balance emerged. The study underscores the need for adaptive pedagogical strategies to fully harness AI's potential. Future directions and limitations are discussed, emphasizing the study's implications for shaping the future of ELT.
Keywords
AI-Driven Dynamics; English Language Teaching; Evolving Pedagogies; Post-Pandemic Era
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
