Exploring Senior Lecturers’ Perspectives on the Integration of Artificial Intelligence (AI) in Foreign Language Pedagogy

Abstract

Artificial Intelligence (AI) has greatly changed the current state of foreign language pedagogy in such a way that both foreign language learners and teachers are no longer focusing only on traditional methods. Foreign language teachers now incorporate the utilization of AI tools in language pedagogy considerably. This study examines the perspectives of senior lecturers on the integration of AI in language pedagogy. The choice for the selection of senior lecturers is based on the fact that these relevant stakeholders possess extensive experience and skill in the field of foreign language teaching. Hence, this study focuses on how these lecturers perceive the role of technological tools in language teaching. The current study highlighted relevant notions such as increase in teachers’ productivity, enhanced efficiency in language instruction, personalized learning, and increase in access in language education, amongst others, associated with the integration of these tools. On the other hand, the research employed the use of quantitative research methodology, wherein a large number of statistical data is collated, analyzed and discussed. These data for the present study were collated from as many as eighty-three (83) senior lecturers. Relevant findings which were unveiled from the data analyzed point at beneficial and challenging aspects of AI integration in language pedagogy. Based on the perceived benefits of AI tools by senior lecturers, the research participants were unequivocal on enhanced teaching methodology. Even though the majority of them confessed about not using these tools frequently in teaching, those who use them attested to improvement in language teaching, reduction of workload and enhanced language learning.