Schools across the globe are increasingly incorporating Artificial Intelligence (AI) into their English curricula, a trend that has sparked both excitement and debate.
The integration of AI is transforming how English is taught, with many teachers praising its ability to personalize learning and streamline routine tasks, thereby giving educators more time to inspire students and nurture a love for the language.
At the global annual conference hosted by Zetech University, English educators, under the umbrella of the English Language Professionals Association of Kenya (ELPAK), gathered to discuss the impact of AI on English language instruction.
While some have raised concerns about AI replacing human teachers, many at the conference emphasized that the technology should empower, rather than replace, educators.
ELPAK Chairman Fredrick Otieno, a retired teacher, reassured the conference that AI’s role in the classroom is to support teachers, not to take over their jobs.
“AI is no longer just a futuristic concept; it’s a classroom reality, particularly in English language teaching,” Otieno said. “We believe in continuous professional development for our teachers, and AI is a valuable tool that helps us manage tasks like setting exams, lesson planning, and even assessing students’ work more efficiently.”
Otieno acknowledged that AI has made teachers’ work easier, but he cautioned that the technology should not be seen as a replacement. “AI is a powerful asset, especially in tasks such as writing proposals and theses. However, it should not replace the teacher in the classroom,” he added.
However, Otieno also expressed concerns that the widespread use of mobile phones in schools—partly restricted due to concerns about distractions—limits the full potential of AI in Kenyan schools.
The ban on mobile phones in classrooms, designed to reduce distractions and curb negative behaviors, has hindered AI’s ability to fully support learning in the Kenyan context.
Teachers from across Africa, including Jemal Maringo from Tanzania and Rukia Mohammed, emphasized AI’s potential as a classroom assistant. Maringo, who has been teaching English for over two decades, highlighted how AI has helped improve teaching standards in Tanzania, where the primary language is Kiswahili.
“The integration of AI has brought a remarkable change in teaching and learning. It has empowered teachers to analyze students’ writing more effectively, freeing up time for personalized, one-on-one instruction,” Maringo said.
In addition to classroom instruction, AI’s ability to analyze large datasets of speech and text has opened new possibilities in dialect and phonetics studies. Prof. Njenga Munene, the Vice Chancellor of Zetech University, noted that AI can assist in understanding the nuances of different English dialects by identifying patterns in pronunciation, vocabulary, and intonation specific to various regions. “English is a vital language, spoken by over 80 countries as their national language. AI can help us analyze these dialects, facilitating better understanding and teaching,” Munene explained.
The conference, which attracted participants from around the world, served as an important platform for discussing the evolving role of AI in English language teaching. It underscored the growing consensus that AI, when used effectively, can transform English education, making it more efficient, personalized, and accessible for both teachers and students.
