Contemporary Applications of AI and Digital Technology in English Language Pedagogy in India

Abstract

This empirical study critically investigates the integration of Artificial Intelligence (AI) and digital technologies in English Language Teaching (ELT) within the rapidly evolving educational landscape of contemporary India. Recognizing the transformative potential of AI—ranging from adaptive learning platforms and intelligent tutoring systems to speech recognition and automated assessment tools—the study examines how these technologies are currently employed across varied institutional contexts. Employing a mixed-methods approach, the research draws on quantitative data from structured surveys and qualitative insights derived from in-depth interviews and classroom observations involving English language instructors from both urban and semi-urban regions. The analysis reveals that while AI-driven tools contribute significantly to improving learner autonomy, engagement, and differentiated instruction, their integration is not uniformly effective. Key impediments include infrastructural disparities, inadequate teacher preparedness, algorithmic bias, and the linguistic and socio-economic digital divide that continues to affect equitable access to these technologies.

Moreover, the study critiques the tendency to adopt AI tools as technological solutions divorced from broader pedagogical frameworks, emphasizing the need for context-sensitive, teacher-mediated digital integration. The findings underscore the imperative of reimagining ELT not merely through technological adoption but through inclusive, critically informed pedagogical reform grounded in local realities.

Keywords: AI in Education, digital pedagogy, English Language Teaching, Empirical Research