ROLE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE ACQUISITION AND PEDAGOGY AMONG SECONDARY SCHOOL STUDENTS AND TEACHERS IN EDO STATE
Keywords:
Artificial Intelligence, English Language, Language Acquisition, Pedagogy.Abstract
The present study empirically investigated the role of Artificial Intelligence (AI) in English language acquisition and pedagogy in Nigeria. Employing a descriptive survey design, the research gathered data from 320 participants, comprising English language teachers and students, who were identified through stratified random sampling across the five local government areas of Edo Central Senatorial District, Edo State. The main data-collection instrument was a validated structured questionnaire, which was further complemented by focus group discussion. Data analysis drew on both descriptive measures (mean scores, standard deviations, and frequency distributions). Results indicate that AI-powered platforms, notably ChatGPT and Duolingo, yielded meaningful gains across speaking, writing, and reading domains (mean = 3.74, SD = .61). The study further established that most aspects of English language pedagogy, including Phonetics, Grammar, and Reading Comprehension, were perceived to be taught more effectively with AI platforms. Despite these gains, significant ethical concerns around data privacy, over-dependence on AI tools, and algorithmic bias were identified. The authors recommended, among others, that Nigerian educational policymakers should endeavor to develop a national AI integration framework for secondary English language education that specifies content standards, data privacy protocols, and usage guidelines for AI tools.
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