Artificial Intelligence in English Language Education: Pedagogical Opportunities, Ethical Challenges and Future Perspectives

The rapid development of artificial intelligence (AI) is transforming higher education and creating new opportunities for teaching and learning English. AI-powered applications, including generative AI systems, conversational agents, automated writing assistants, and adaptive learning platforms, can support the development of language skills, facilitate personalised learning, and provide timely feedback. At the same time, their integration into educational practice raises important questions concerning academic integrity, information reliability, data privacy, algorithmic bias, and the changing role of the language teacher.The purpose of this article is to analyse the pedagogical opportunities and ethical challenges associated with the integration of artificial intelligence into English language education in higher education and to identify key principles for its responsible and human-centred implementation. The study is based on the theoretical analysis, comparison, and synthesis of scholarly publications on artificial intelligence in language education and higher education, supplemented by an examination of relevant international policy recommendations. Particular attention is paid to the potential of AI to support the development of reading, writing, speaking, listening, vocabulary, and grammar skills, as well as to its role in promoting learner autonomy and differentiated instruction.The analysis highlights that AI can expand access to language practice, support the adaptation of learning materials to students’ needs, and provide additional opportunities for feedback and self-assessment. However, these benefits depend on the quality of AI-generated content, the learner’s ability to evaluate information critically, and the pedagogical conditions under which digital tools are used. Uncritical reliance on AI may undermine independent thinking, encourage inappropriate forms of academic assistance, and expose users to inaccurate or biased information. Privacy and transparency also remain essential considerations.The article argues that artificial intelligence should be regarded as a complementary educational resource rather than a substitute for professional teaching. Its effective integration requires clear institutional guidelines, AI literacy among teachers and students, transparent assessment practices, and a commitment to academic integrity and data protection. A human-centred approach can help balance technological innovation with pedagogical responsibility and meaningful language learning. The findings provide a theoretical basis for further research into sustainable and ethically informed models of AI-supported English language education in higher education.ReferencesBaig, M. I., & Yadegaridehkordi, E. (2024). 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