Speaker
Description
This study investigates the role of Artificial Intelligence (AI) in the design of adaptive and inclusive curricula within Teaching English to Speakers of Other Languages (TESOL). The integration of AI-powered tools, such as adaptive learning systems, intelligent tutoring systems, and learning analytics, allows TESOL educators to personalize learning experiences and better cater to the diverse needs of learners, including those with varying proficiency levels, learning styles, and cultural backgrounds. The study employs a mixed-methods approach, including qualitative case study with quantitative analysis to explore how AI may assist in supporting differentiated instruction, real-time feedback, and the learner-centeredness of classroom environments. This study demonstrates through an analysis of AI-enhanced platforms in TESOL settings how tools might not only ensure optimized engagement from learners and acquisition of language skills but also more equitable learning environments through personalized pathways. The results indicate that AI-driven technologies can improve learning outcomes. It better promotes learners’ autonomy and offers an encouraging way to treat students. However, the study has resolved some of the major challenges and ethical concerns of AI including data privacy, algorithmic bias, and human oversight in the application of AI technologies. These concerns reflect what should be balanced with technological advancement; that is, ethical consideration to make sure that AI in TESOL serves all types of learners fairly. To sum up, while A.I can give big chances for changing curricula in TESOL its good and right use needs constant check and careful thought when added into practices of language teaching.
Keywords: AI in TESOL, adaptive learning, intelligent tutoring systems, personalized learning, ethical AI use
