60 per cent of English language teachers disagree that artificial intelligence (AI) and automated translation will eventually make learning languages unnecessary, according to a survey developed by education technology experts at the British Council, the UK’s international organisation for cultural relations and educational opportunities, and the Research Institute of Digital Innovation in Learning (at ODUGlobal, based at Old Dominion University, Virginia, USA). In their written responses, many respondents emphasised the deep cultural, social and emotional facets of languages, and that the enduring value of human interaction cannot be replaced by AI.
The survey, which is part of the research Artificial intelligence in English language teaching: Preparing for the future, collects responses from 1,348 English language teachers from 118 countries and regions around the world on the use of AI in English language teaching (ELT). Of these, 1,112 teachers also express their opinions on 13 statements on the subject.
In line with the need to continue learning languages despite the irruption of AI, 70 per cent of English teachers agree that students should be able to write in English without the help of these tools.
As for the role of teachers in the new learning landscape, 51 per cent of respondents express scepticism on AI being able to teach English without a teacher by 2035 and stress the importance of human educators.
80 per cent of respondents also point to the need to develop artificial intelligence to support the learning of different varieties of English around the world, to facilitate inclusivity and realism in language learning, and to reduce the issues of standardisation and efficiency that concern teachers.
The neutrality expressed by teachers in a large majority of the statements in the survey shows, according to the experts, the uncertainty generated by the emergence of artificial intelligence in English language teaching. Indeed, only 20 per cent feel sufficiently trained to use AI in teaching and 54 per cent feel inadequately trained. A significant 27 per cent remain neutral, indicating possible uncertainty about their AI training needs.
Tools and uses of AI in English language teaching
In addition to the opinions of the teachers consulted, the survey included in the Artificial intelligence in English language teaching: Preparing for the future research collects information on the uses that those 1,348 English language teachers from 118 countries and regions make of AI in their English language teaching work.
The AI-powered tools most commonly used by teachers are language learning apps (48 per cent), language generation AI (37 per cent) and chatbots (31 per cent). However, a significant 24 per cent of respondents report that they do not use any of the types of AI tools listed.
In terms of the most widespread uses of AI in English language teaching, 57 per cent use it to create materials, followed by helping learners practise using English (53 per cent) and creating lesson plans (43 per cent). However, 18 per cent of the respondents say that they did not use AI for any of these purposes, which could be linked again to the lack of training in AI and the uncertainty around its impact on the present and future of English language teaching.
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