INVESTIGATING THE CONSTRAINTS TO AI TOOLS APPROPRIATION FOR ENGLISH LANGUAGE EDUCATION IN NIGERIA: AN EMPIRICAL STUDY

Abstract

The increasing potential of technology in the twenty-first century, especially with the introduction of artificial intelligence (AI) whose applications have spread across diverse disciplines, including language education, and have been leveraged to address challenges in various fields, has produced remarkable positive results. AI technology offers possibilities for enhancing language teaching and learning efficiency, including self-directed learning, improved learner engagement, and enhanced teacher-learner interaction, among other benefits. Despite these numerous educational advantages, several factors hinder its adoption in English language education. Consequently, this empirical study examines the key factors that constrain the appropriation of AI for English Language education in the Owerri Educational Zone of Imo State, Nigeria. For data collection, a survey questionnaire was used to determine teachers’ awareness and the extent of AI application in teaching the English language. Findings reveal low awareness of AI tools, as well as skepticism about their potential to enhance teaching and learning. In response to this challenge, this study recommends adequate AI training for teachers, focusing on the use of AI for teaching language contents, designing lesson plans, and improving instructional efficiency, all of which are critical for enhancing teaching and learning. The study contributes to knowledge on AI literacy.