AI IN ELT: NAVIGATING ETHICAL QUANDARIES AND FOSTERING EQUITABLE LEARNING ENVIRONMENTS

Abstract

The rapid integration of artificial intelligence (AI) into English Language Teaching (ELT) has unlocked unprecedented opportunities for personalised instruction yet simultaneously introduced ethical challenges that warrant scholarly attention. This research delves into the ethical implications of AI-driven personalisation, addressing algorithmic bias, privacy concerns, and the digital divide. Central to the inquiry is how educators can balance efficiency gains and ethical considerations in AI-driven ELT. Prior research has illuminated the potential of AI in ELT, while ethical concerns surrounding AI applications in education remain relatively unexplored. The current study aims to bridge this gap, providing insight into the responsible deployment of AI in ELT to create equitable learning environments. Investigating this pressing issue is crucial for educators, as it can shape future pedagogical practices, inform policy decisions, and ensure that all learners have equal access to quality education. Employing a theoretical analysis approach, this study integrates the Technological Pedagogical Content Knowledge (TPACK) framework, the Ethics of Educational Technology (EET), and the Fairness, Accountability, and Transparency in Machine Learning (FAT-ML) principles. These lenses enable a comprehensive examination of the ethical landscape surrounding AI-driven personalisation in ELT. Findings reveal practical strategies for mitigating algorithmic bias, addressing privacy concerns, and tackling the digital divide, emphasising the need to harmonise technological advancements with ethical responsibilities. The study underscores the significance of cultivating an inclusive, ethically responsible ELT ecosystem in the age of artificial intelligence, contributing to the ongoing discourse on AI's role in higher education.