LARGE LANGUAGE MODELS IN ENGLISH LANGUAGE TEACHING: A CRITICAL ANALYSIS OF OPPORTUNITIES AND CONSTRAINTS
Keywords:
large language models, English language teaching, artificial intelligence, language learning, personalized learning, educational technology, AI in education, learner autonomy, academic integrity, digital literacy.Abstract
This article provides a critical analysis of the use of large language models (LLMs) in English language teaching (ELT), focusing on their opportunities and constraints. Drawing on recent literature, the study examines how LLMs enhance personalized learning, learner engagement, and accessibility through features such as instant feedback and interactive communication. At the same time, it highlights key challenges, including issues of accuracy, ethical concerns, and the risk of over-reliance on AI-generated content. The findings suggest that while LLMs have strong potential to support language learning, their effectiveness depends on thoughtful pedagogical integration and responsible use. The study concludes that LLMs should complement, rather than replace, human teachers, and calls for the development of clear guidelines to ensure their ethical and effective implementation in ELT contexts.
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