GENERATIVE AI AND ENGLISH LANGUAGE TEACHING:

Abstract

Generative artificial intelligence (AI) is rapidly reshaping English Language Teaching (ELT) by offering new possibilities for personalized learning, automated feedback, material development, and communicative practice. Tools such as AI chatbots, text generators, and writing assistants can support learners in developing vocabulary, grammar, writing fluency, pronunciation awareness, and intercultural communication skills. For teachers, generative AI may reduce workload by assisting with lesson planning, assessment design, content adaptation, and differentiated instruction. However, its integration into ELT also raises significant ethical challenges, including academic dishonesty, data privacy, algorithmic bias, overdependence on technology, unequal access, and the authenticity of learner-produced work. These concerns require careful pedagogical planning rather than uncritical adoption. This paper examines the opportunities, ethical risks, and pedagogical implications of generative AI in English language education. It argues that generative AI should be used as a supportive tool rather than a replacement for teachers, with emphasis on critical digital literacy, transparent assessment practices, responsible use policies, and learner autonomy. The study highlights the need for teachers to develop AI literacy and redesign classroom practices to balance innovation with ethical responsibility. Ultimately, generative AI can enhance ELT when implemented thoughtfully, critically, and inclusively within clear pedagogical frameworks.