Revitalizing English Language Teaching (ELT): Unveiling Evolving Pedagogies and AI-Driven Dynamics in the Post-Pandemic Era

Abstract

This study delves into the dynamic intersection of artificial intelligence (AI) and English Language Teaching (ELT) within the post-pandemic educational landscape. Grounded in Constructivism, Connectivism, and Technological Pedagogical Content Knowledge (TPACK), this research explores how AI integration impacts language instruction efficiency, benefits and challenges perceived by St. Michael's College students, differences in learning outcomes, and its potential to address the digital divide. Employing a qualitative approach, the study employs a rigorous method that includes intensive in-depth reviews of literature, maximum purposeful sampling, informal interviews, observation, and thematic analysis. Through these methods, data was collected from 30 participants, leading to the identification of five key themes. Findings suggest that AI enhances instructional efficiency, offers personalized learning experiences, and bridges gaps in remote settings. However, challenges and the importance of pedagogical balance emerged. The study underscores the need for adaptive pedagogical strategies to fully harness AI's potential. Future directions and limitations are discussed, emphasizing the study's implications for shaping the future of ELT.

Teacher-Student Interaction in Higher Education Institutions: Hybrid Language Learning in the Post-Pandemic Landscape

“…This study endeavors to explore the intricate dynamics between teachers and students in the context of hybrid language learning. Language acquisition, a fundamental facet of education, is 2 profoundly influenced by teacher-student interactions, particularly within this innovative educational setting (Eslit, 2023). The significance of this study extends its reach to multiple stakeholders, encompassing school administrators, teachers, students, and prospective researchers.…”