Artificial Intelligence for English Language Learning and Teaching: Advancing Sustainable Development Goals
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This study explores the affordance of Artificial Intelligence (AI) to English language learning and teaching, focusing on its alignment with the United Nations' Sustainable Development Goals (SDGs). It aims to investigate the role of AI in enhancing language education and fostering student-centered learning. Data for this study were collected through semi-structured interviews with 18 English teachers to gather qualitative insights into their experiences with AI-powered language learning tools. The findings reveal that the teachers have positive appraisals of AI that its use has six major impacts: i) enhancing the personalization of learning; ii) contributing to improved learning outcomes by advancing students' speaking, listening, reading, and writing skills; iii) playing a fundamental role in bridging educational gaps; iv) enhancing students’ engagement and motivation; v) empowering educators with professional development opportunities; vi) and encouraging self-directed learning. This study argues that, if implemented thoughtfully, AI can enhance language learning outcomes and create an environment conducive to student engagement and success.
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Perception-based research among Saudi students and faculty consistently highlights a fundamental ambivalence: AI tools are valued for efficiency and linguistic support, yet perceived as a threat to authentic learning, independent thinking, and ethical academic practice.
“At the same time, perception-based research among Saudi students and faculty consistently highlights a fundamental ambivalence: AI tools are valued for their efficiency and linguistic support functions, yet they are simultaneously perceived as a threat to authentic learning, independent thinking, and ethical academic practice (Aladsani, 2024; Aldossary et al., 2024; Al-Smadi et al., 2024; Aluthman”
From From tool to scaffold: structured human–AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners (2026) · cites this paper as Al-Smadi et al., 2024
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Research works printed but not linked: 3
- Al-Smadi, O. A., Rashid, R.A., & Altamimi, D.H. (2020). A linguistic ethnography of teacher talk in an English for Medical Purposes Classroom. International Journal of Arabic-English Studies, 20(1), 51-66. DOI: 10.6007/ijarped/v6-i3/3169 · DOI
- Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Wiley.
- Radzuwan Ab Rashid is an Associate Professor in the Faculty of Languages and Communication, Universiti Sultan Zainal Abidin, Malaysia. He obtained his PhD in Education from the University of Nottingham, United Kingdom and he completed his postdoctoral fellowship at the University of Leeds exploring Applied Linguistics in an educational context. His research interests include teacher education and professional development, and contemporary discourse in online settings. He is the Editor-in-Chief of Journal of Nusantara Studies (Jonus), a social science journal indexed in the Web of Science. He has had research articles published in Discourse Studies, Discourse & Society, Policy Futures in Education and many other Scopus and WoS journals. In 2019, Clarivate Analytics (Web of Science) nominated him for the Malaysia Research Star Award in the category Research and Innovation Excellence, Researcher in Arts and Applied Arts.
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- Authors
- Al-Smadi, O. A., Rashid, R. A., Saad, H., Zrekat, Y. H., Kamal, S. S. L. A., & Uktamovich, G. I.
- Affiliations
- Sultan Zainal Abidin University (MY)
- Applied Science Private University (JO)
- Arab Open University (OM)
- Universiti Sains Malaysia (MY)
- Ferghana State University (UZ)
- Venue
- Journal of Language Teaching and Research
- Publisher
- Academy Publication
- Published
- 2024-11-01
- Volume
- 15
- Issue
- 6
- Pages
- 1835-1844
- ISSN
- 1798-4769 (ISSN-L)
- 2053-0684
- OpenAlex
- W4403987666
- Cited by
- 22
- References
- 0
- Citations by year
- 2026: 15 · 2025: 7
- FWCI
- 8.27
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of Language Teaching and Research (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Technology and Pedagogy
- Keywords
- artificial intelligence in education, English language teaching, English language learning, Sustainable Development Goals, teacher perceptions, personalized learning, student engagement, student motivation, self-directed learning, educational technology, teacher professional development
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