The Challenges of Teaching and Learning ESL by the Use of AI Tools at Tertiary Level in Lahore

Abstract

This study investigates the integration of Artificial Intelligence (AI) tools in the instruction and acquisition of English as a Second Language (ESL) at the tertiary level in Lahore, Pakistan. The widespread use of AI programs like ChatGPT, Grammarly, and Meta AI has significantly impacted the methods ESL students employ in academic writing, grammar enhancement, and language acquisition. Although AI provides advantages such as immediate feedback, personalised learning, and increased productivity, it also presents significant obstacles, including issues related to academic integrity, dependency, technical inaccuracies, and the erosion of students' critical thinking abilities. This study employs a qualitative research approach featuring unstructured interviews with BS and MS students, as well as university educators, to provide firsthand insights into the utilisation, advantages, constraints, and observations related to AI-assisted ESL education. Findings indicate that although AI technologies are widely utilised, particularly for assignments, grammar correction, and vocabulary development, they lack full consistency and frequently necessitate human validation. Participants underscored the necessity of integrating AI into ESL courses under teacher supervision to achieve a balance between technological assistance and conventional education. The research underscores the pressing necessity for educator training, policy formulation, and ethical strategies to guarantee the appropriate and effective implementation of AI in ESL instruction inside Pakistani colleges. These insights enhance the incomplete discourse on AI in education by providing recommendations and practical endorsements for systematic implementation.