My Approach to Using Artificial Intelligence in English Language Teaching - A Human-Centered Framework for Language Learning and Teaching

Citation: Gohar Hambardzumyan, "My Approach to Using Artificial Intelligence in English Language Teaching - A Human-Centered Framework for Language Learning and Teaching", Universal Library of Languages and Literatures, Volume 03, Issue 01.

Copyright: This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Artificial intelligence is now a more and more common feature of second-language education, offering learners new chances to practice, to get instant feedback, and to work at a pace that can be designed for their own requirements. It can be used to help with conversational practice, writing, vocabulary building, pronunciation, and independent learning. Yet, the fast advancement of generative artificial intelligence has led to a number of significant questions concerning the role of teachers, the level of independence expected from learners, the quality of the feedback provided, academic integrity, privacy, bias, and the difference between interacting with an artificial intelligence system and communicating with a real person. This article outlines a methodology that is focused on the needs of the learner and on the learning goals, checks whether or not artificial intelligence provides a real instructional benefit, and then assigns the appropriate responsibilities to the technology, the learner, and the teacher. The approach includes a ten-stage instructional cycle, a structured five-step procedure for dealing with feedback generated by artificial intelligence, integrated development of the various language skills, teacher-led practice, independent learner production, and clear safeguards for responsible use. This methodology was created and recorded in the author’s 2026 book and has been further clarified in this article by linking it to existing research in the areas of second-language acquisition, adult learning, corrective feedback, learner production, and technology-supported language education. The framework presented is meant to provide educators equipped with a practical means of using artificial intelligence in order to increase opportunities for individualized practice without permitting the technology to take the place of human teaching or authentic communication.

Keywords: Adult Language Education, Artificial Intelligence, English Language Teaching, Language Learning, Teacher Development.

https://doi.org/10.70315/uloap.ullli.2026.0301005