Journal of Advances in Developmental Research

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Volume 17 Issue 2
2026

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From Chalk to Code: Transforming English Language Teaching Through AI-Integrated, Learner-Centric Pedagogy

Author(s) Mrs. Krishnamsetty Vijitha, Dr. Yogesh Babu Thunga
Country Afghanistan
Abstract Artificial intelligence is transforming English language teaching by introducing new possibilities for personalised instruction, automated feedback, conversational practice and learner-controlled language development. However, the integration of AI into English language teaching remains uneven, with existing research often focusing on individual technologies rather than on the broader pedagogical transformation created by AI. This conceptual study aims to develop a framework explaining how AI-integrated, learner-centric pedagogy can transform English language teaching by enhancing personalised learning, learner autonomy, engagement, feedback and language-learning outcomes. The study adopts a structured literature review methodology and synthesises peer-reviewed research on artificial intelligence, generative AI, intelligent tutoring systems, conversational agents and AI-supported language learning. The review indicates that AI can expand opportunities for individualised practice, provide immediate formative feedback, facilitate conversational interaction and support learner self-regulation. However, the literature also identifies challenges related to AI dependence, inaccurate outputs, academic integrity, teacher readiness, privacy and unequal access. Based on the reviewed literature, the study proposes an AI-Integrated Learner-Centric ELT Framework in which AI capabilities influence language-learning outcomes through personalised learning, intelligent feedback, conversational practice and learner autonomy, while teacher-AI orchestration provides an essential pedagogical layer. The study argues that effective AI integration requires a shift from technology adoption towards pedagogically guided human-AI collaboration. The proposed framework provides a foundation for future empirical research examining the conditions under which AI can contribute to sustainable and learner-centred English language education.
Keywords Artificial intelligence; English language teaching; learner-centric pedagogy; generative AI; learner autonomy; personalised learning; AI-supported language learning; teacher-AI collaboration
Published In Volume 17, Issue 2, July-December 2026
Published On 2026-09-27
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Crossref DOI prefix of IJAIDR is 10.71097/IJAIDR

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