Transforming University-Level ESL Teaching in Pakistan: Integrating AI-PoweredTools into Existing Second Language Instructional Systems

Authors

  • Dr. Mudasar Jahan Associate Lecturer in English, University of Gujrat, Pakistan Author
  • Sarwat Sohail PhD Scholar, Applied Linguistics, CeLTS, AIOU Author
  • Shabnam Jabeen Zahra Assistant Lecturer in English, University of Gujrat, Pakistan. Author
  • Asma Shahzadi Assistant Lecturer in English, University of Gujrat, Pakistan. Author

DOI:

https://doi.org/10.63163/jpehss.v3i1.141

Keywords:

AI-powered tools, ESL teaching, TPCK framework, language learning, Pakistani universities

Abstract

This qualitative study explores the impact of AI-powered tools on ESL teaching practices in

Pakistani universities. Using the Technological Pedagogical Content Knowledge (TPCK)

framework, this research investigates how ESL teachers integrate AI-powered tools into their

teaching practices and the resulting effects on student learning outcomes. A multi-method

approach combining semi-structured interviews and surveys was employed to gather data from

50-75 ESL teachers with experience using AI-powered tools. The findings reveal common

themes and patterns in ESL teachers' experiences with AI-powered tools, including benefits

such as personalized instruction, automated feedback, and increased student engagement.

Challenges, including technical issues, limited contextual understanding, and over-reliance on

technology, are also discussed. This study contributes to the existing body of knowledge on AIpowered tools in language learning, providing recommendations for educators, policymakers,

and future research.

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Published

2025-03-31

Issue

Vol. 3 No. 1 (2025): Physical Education, Health and Social Sciences

Section

Social Science