Qualitative Study on Integrating Artificial Intelligence Technology into Language Teaching and Learning in Nigeria
DOI:
https://doi.org/10.64348/zije.2025226Abstract
The field of language education is changing as a result of artificial intelligence (AI), which is bringing in a new era of international communication, intelligent tutoring, adaptive learning, and immediate feedback. As AI-driven learning platforms, automated assessment systems and sophisticated language models develop, they make it possible to provide highly customized training that meets the needs of each individual student, encourages self-reliance, and sustains engagement. AI improves learner outcomes and teaching effectiveness while also increasing access to high-quality language training across socioeconomic and geographic barriers, according to recent studies in educational technology. AI's transformational potential must be carefully weighed against ethical and pedagogical caution, though. Data privacy, algorithmic bias, digital equity and redefining teacher roles are all complicated issues that need careful consideration. If left unchecked, these problems could endanger students' rights, perpetuate inequality, and threaten the humanistic principles that are at the heart of education. Therefore, this study explores the various pedagogical possibilities of AI in language instruction and challenges the moral conundrums associated with its use. Drawing on ethical frameworks and human-centered educational concepts, it offers evidence-based approaches for integrating AI in a sustainable, inclusive and accountable manner. The main objective is to promote an AI-assisted language learning ecosystem in which human agency, creativity and meaningful engagement are enhanced rather than replaced by technology. It is recommended that educational institutions and regulatory agencies should put in place clear policies pertaining to data governance, permission, privacy, transparency and responsible AI use.
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