AI TOOLS IN ENGLISH LANGUAGE TEACHING: OPPORTUNITIES AND CHALLENGES

Abstract

This article examines the integration of Artificial Intelligence (AI) technologies in English Language Teaching (ELT) within the Kazakhstani educational context. Grounded in constructivist learning theory and technology-enhanced pedagogy, the study investigates how AI tools such as ChatGPT, Grammarly, and ELSA Speak influence teaching effectiveness and learner development. The research involved forty-five English teachers and sixty secondary school students aged 15 to 17 from schools in Almaty, Kazakhstan. Data were collected through pre- and post-intervention surveys, classroom observations, and semi-structured interviews administered via Google Forms and Zoom to assess changes in teaching practices, language proficiency, and learner engagement. Results revealed significant improvements in students' writing accuracy, speaking confidence, and vocabulary retention, alongside increased teacher confidence in technology integration. However, challenges including limited digital literacy, inadequate infrastructure, and concerns about data privacy were also identified. The findings emphasize that successful AI integration requires systematic teacher training, institutional support, and ethical guidelines to ensure that technology serves as a pedagogical enhancement rather than a replacement for human instruction.