ARTIFICIAL INTELLIGENCE (AI) AND THE FUTURE OF TEACHING AND LEARNING OF ENGLISH LANGUAGE IN NIGERIA

Abstract

The paper examined the implications of Artificial Intelligence (AI) for the future of teaching and learning of English Language in Nigeria. The study explored how AI-driven technologies enhanced instructional delivery, improved learners’ language proficiency, and supported teachers in addressing persistent challenges within English Language education. A qualitative research design was adopted through an extensive review and analysis of relevant scholarly literature, policy documents, and empirical studies on AI applications in language education. The study was anchored on Technology Acceptance Theory and Constructivist Learning Theory, which provided explanations for technology adoption and learner-centred knowledge construction. Findings revealed that AI tools such as adaptive learning systems, automated feedback mechanisms, speech and writing support applications, and intelligent tutoring systems improved personalized learning, promoted learner autonomy, and enhanced assessment practices in English Language education. Findings also showed that integration of AI was constrained by inadequate digital infrastructure, limited teacher competence in AI usage, unequal access to technology, and ethical concerns relating to data privacy. The study concluded that although AI had great potential to transform English Language education in Nigeria, its effectiveness depended on proper integration, teacher training, and supportive educational policies. It therefore recommended increased government investment in educational technology, inclusion of AI literacy in teacher education programmes, development of clear implementation guidelines, and continuous professional development for English Language teachers to ensure sustainable and responsible use of AI in Nigerian classrooms.