Ethical use of AI in EFL learning

I agree with you! Ethical use of AL in Efl learning can definitely make teachers’ work easier and help students stay motivated. Of course, it’s important to find a balance so that AI doesn’t replace independent thinking. If we use these technologies correctly and understand when to apply them, they can become a great tool to enhance learning without replacing human involvement.

For both instructors and students, it is important to understand, evaluate, and overall familiarize yourself with the uses of generative artificial intelligence tools, whether you decide to incorporate their use into your course or not. Engaging with generative A.I. tools means using a thoughtful, critical and ethical lens to determine whether their use will benefit your assignments and assessments, as well as considering how your students may independently be trying to engage with these tools in their learning, either productively or in ways that may challenge their work’s academic integrity.For faculty and students alike, this engagement process encompasses recognizing when and how generative AI is used in various domains, assessing the reliability and validity of AI-generated outputs, identifying the ethical and social implications stemming from the design and use of generative AI applications, and creating and communicating with generative AI systems in appropriate ways.

Nowadays in English lessons Al is helping both teachers and students in various ways.Al platforms like Grammar and Hemingway Editor can help students improve their writing by suggesting corrections for grammar, style, punctuation, and sentence structure.These tools also offer explanations for their suggestions, helping learners understand their mistakes. Also there are many types of Al platforms for pronunciation, vocabulary and speaking practice too.They help students learning English more efficiently.

The rise of AI in EFL teaching and learning presents a fascinating paradox. On one hand, it offers incredible potential for personalized learning, automated feedback, and access to vast resources. On the other, it raises serious ethical concerns, particularly around academic integrity. The ease with which AI tools can generate text, translate languages, and even complete assignments poses a significant challenge to traditional methods of assessment and evaluation. It's no longer a question of if students will use these tools, but how we, as educators, can adapt to this new reality.The threat to academic integrity is real. Plagiarism, in its traditional sense, is almost becoming obsolete, replaced by a more nuanced form of academic dishonesty. Students might not be directly copying and pasting, but they could be relying on AI to such an extent that their own learning and development are compromised. They might be submitting AI-generated work as their own, without truly engaging with the language learning process. This not only undermines the value of EFL education but also deprives students of the opportunity to develop their own critical thinking, problem-solving, and communication skills.

I agree with the report’s perspective that AI holds great potential in transforming English language teaching by offering personalized learning experiences and accessible resources for students. However, the concerns around AI literacy and ethical issues are valid; teachers and students need the knowledge and skills to navigate AI tools responsibly. The risk of exclusion, particularly for those with limited access to technology, is also an important challenge to address to ensure equity in education. Ultimately, AI should enhance, not replace, the teacher’s role, supporting effective pedagogy while ensuring that no one is left behind in the learning process.