ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING: OPPORTUNITIES, CHALLENGES, AND ETHICAL CONSIDERATIONS IN HIGHER EDUCATION

Abstract

This article examines the role of artificial intelligence (AI) in English language teaching (ELT) in higher education, with particular attention to its pedagogical opportunities, instructional barriers, and ethical implications. The study employs an analytical-descriptive literature review design based on selected scholarly sources on AI-assisted language learning, learner autonomy, and digital pedagogy. The review indicates that AI can support English language development through adaptive learning pathways, immediate feedback, individualized practice, and enhanced opportunities for speaking and listening. At the same time, the literature identifies major challenges, including academic integrity risks, the digital divide between teachers and students, overreliance on automated systems, and the possible reduction of meaningful human interaction in the classroom. The findings suggest that AI should not be interpreted as a substitute for the teacher, but rather as a pedagogical tool that requires ethical regulation, critical supervision, and balanced methodological integration. The article concludes that the future of ELT depends on a productive synergy between technological innovation and human pedagogical expertise.