Integration of AI Technologies in English Classrooms: Insights

from Rural Educational Settings in Andra Pradesh

K.M.F. Arora1, a), Hima Varshini Nallala2, b), Thejoroy Dasari3, c)

1,2,3
SR University, Warangal, Telangana, India.

a) [email protected]
b) [email protected]
c) [email protected]

Abstract

With the increasing demand for English language in education, this study explores the advantages of AI- tools in English language teaching
& learning in a rural Andhra Pradesh context. Through natural language processing and machine learning algorithms, the language learning
related AI-Tools work very effectively. The researcher observed total of 17 primary and secondary schools in the Alluri Sitha Rama Raju
district in the state of Andra Pradesh to determine whether or not the schools are implementing AI-technology related tools in the teaching
and learning process of the English language and collected the data from the teachers and students of those schools. This research findings
reveal that integration of AI has the ability to fill learning gaps and support in personalized learning.

Keywords: AI- tools, English language learning, Teaching English language, Rural schools, Andra Pradesh

1. INTRODUCTION

Andra Pradesh state being very famous and unique in the linguistic diversity and multiple languages becomes challenging in
teaching English as second language in rural areas as because they lack quality of teaching and appropriate resources. This study
investigates the potential for AI tools to transform English language education in rural areas of Andra Pradesh, due to wide use
of English in the world. The language learners can learn English language very effectively by AI technology through
"personalized learning", "Language Assessment", "Chatbots and Virtual Tutors", "Language Translation", "Gamification",
"Natural Language Processing (NLP)", "Language Teaching Analytics" and "Cross cultural communication" and so on. Now,
AI is helping in many fields including English teaching and learning.

The role of AI technology in helping the learner learn languages Karina Fernanda Sotomayor Cantos, Israel Eduardo Magayanes,
Rosa Cecibel Varas Giler (2023) Language translations to bridge language barriers, along with speech recognition and analyser
of the language to assess proficiency over languages. It opens up a world of opportunity for students in rural areas. From this
research we will illustrate the significance of this research project, the particular challenges of rural Andra Pradesh English
education and eventually the desiderata AI tools can bring to this context. The Accelerated Learning System (ALS) and various
other challenges in the education system make the implementation of AI tools in English classrooms a great reform in an
educational setting in the country, especially in rural schools in Andra Pradesh.
 Fig. 1. AI in Language teaching.

Fig. 2: AI in language learning.

2. REVIEW OF LITERATURE

According to the research “AI Tools in Language Education for All: A Scientometric Review” (2023) by Gary Cheng, Xieling
Chen and Haoran Xie, the number of studies concerning AI tools in language education increased over the timeframe. They
discussed the most common frameworks on AI which flourished in the research niche of the second language amore as well as
Intelligent Tutoring Systems and assessment systems for language learning, ITS for academic English writing, and automated
 error detection or automated writing evaluation. The findings of their article showed that the use of AI helping the students learn
listening, speaking, reading, writing vocabulary and grammar has been widespread in the world.

The process of teaching the English language has turned out to be the primary goal of education towards the development of
students' liberal communication on the global platform (Ramesh Petella, 2020). English language learning is an extremely
important goal in all personal, academic and occupational levels. It also helps teachers to measure their students’ progress, a
fact that is often difficult to determine. According to an article by Nicky Hockly (2023), English language teaching is not immune
to this development and this article suggests us that we English teachers must inform ourselves about the technological benefits
and challenges.

So, that the English teachers can be best prepared for the upcoming hurdles. The article explains in what form present
AI is used in English language teaching. It discusses very exciting and productive possibilities that AI can offer to the language
learners and their educators, as well as language schools, colleges and training institutions. The Royal Society said Teachers and
students must Get the digital literacy to co-exist with Educational AI in a brave new world Writting in their article (2023), Zanyar
Nathir Ghafar, Heshw Faiaq Salh, Sima Faiaq Arf, Sayran Sabah Farxha and Marya Ali Abdulrahim, discussed that AI faceplates
a positive learning environment to learn English language.

3. SIGNIFICANCE OF THE STUDY

AI tools in rural English language classrooms are of great value in Andra Pradesh. It has many benefits that can lead to longer
education quality. These technologies can lead the students to their tailored-time learning experiences, meet the varied
requirements of students in remote areas, Students can craft their own learning styles as well. However, adapting these AI
technology tools is a vital step in tackling various challenges in remote regions that students experience. One more significant
benefit of AI tools is, they offer real time feedback mechanisms. Through these teachers can specifically learn and understand
the problems students faced while learning the English language and based on that teachers can come up with a more suitable
and focused method for instruction. This real time feedback is an appropriate strategy for suitable learning environment thereby
allowing immediate supportive measures with respect to learner language development.

This shift to digital learning in rural areas like Andra Pradesh is especially remarkable, where the students
may find traditional education infrastructure challenging. Since quality educational content is not always accessible for various
reasons, these AI technologies can really help people accelerate their learning as they assist in the understanding of various
subjects. AI tools that protect the content digitally, lessons with interaction, language learning applications as well as enriching
the English language experience are dealt with. Furthermore, the power of AI instruments in remote learning is vital for the
tearing down of geographical barriers. In Andra Pradesh a diverse and vast state in India, where students study in different remote
areas, AI technology enables access to high quality content in English language teaching-learning materials. This education
expands the context of language learning because of widened exposure and experience greensides that speed up through learning
across language space regardless of geographical limitations.

Few of the AI-Tools are Adaptive learning platforms (ALP), Intelligent Tutoring System (ITS), Virtual Reality (VR) and
Augmented reality (AR), Language learning with Natural Language Processing (NLP), Student performance data analytics,
Chatbots for student support, Curating and recommending content Tailored to you, Smart class room management system,
Gamification for learning.

3.1. AI tools for learning English language

Open AI - Chat GPT, Mondly, Quillbot, ELSA Speak (English Language Speech Assistant), Quizlet, Grammar Check AI,
Readlang, Duolingo, Hello Talk, Grammarly etc.

4. OBJECTIVES OF THE STUDY

In this study, we perform the following tasks:

1. To conjoin an apprehensive measure among the teachers and students towards AI integration and identify the specific AI tools
and technologies which are amounted for teaching the English language in context of rural Andra Pradesh.
2. To assess the feasibility of the implementation of AI tools in the current English language curriculum in rural Andra Pradesh
schools.
3. To outline guidelines and practical-oriented suggestions for ideal integration of AI tools for teaching of English language in rural
Andra Pradesh
 5. METHODOLOGY

The researcher employed quantitative approach for the present study. Teachers' and students' experience and familiarity,
awareness and understanding and access and perceptions of the use of AI tools in the teaching and learning of English language
has been the objective of the study, specifically of teachers and students of rural Andra Pradesh.

6. SAMPLE OF THE STUDY

The current study was conducted on the sample of 40 teachers (government and private institutions) and 60 students of secondary
schools (government and private institutions). No questionnaire for the primary students as they will not be using a technology
medium. Implemented purposive sampling data was collected from 25 number of schools in Alluri Sitha Rama Raju district
(rural), Andra Pradesh for the study. The researcher was requested by the private institutions not to state the names of their
institutions.

Fig. 5: The study was carried out from government and private institutions

7. TOOLS USED

This research is made through the questionnaires data collected from teachers and students. The language in questionnaire was
so simple that the participants could easily understanding it. The corresponding author prepared and the co-author revised the
questionnaire.

To collect data from various places of Alluri Sitha Rama Raju district Andra Pradesh state the researcher given questionnaire to
teachers and students.

7.1. Teacher interview questions:

1. To know about the knowledge and awareness towards AI with respect to education:

A. Did you know there are AI tools for education, and one of its nurtured aspect is English language teaching?

B. Did you receive any in-service training to integrate AI for teaching language?

2. Experience and access with AI:

A. Have you used AI powered tools in your teaching?

3. Perceptions and challenges of AI integration:

A. Use of AI tools is helpful for any language teaching or learning for both the teacher and learner, do you think?

B. What are barriers or challenges to incorporate AI related tools in English language teaching?

7.2. Student Interview Questions:

1. Knowledge and comprehension of AI:

A. What is AI technology?

B. Are you familiar with AI tools for learning English language?

2. Experience with AI in education and frequently of usage:

A. Do you have experience of the use of technology while learning English language?

B. Will you share any experience how you used AI, and which AI tool?

3. Access and perception of AI in language learning:

A. Do you have any access to any of the AI tools for learning English language?

7.3. The analysis of the data collected from the teachers and students:

Current scenario

Technological awareness: The teachers and students belong to rural Andra Pradesh might be aware of basic usage of technology
but might be lack of specific knowledge about AI tools and their integration in Education.

Lack of Awareness of AI: There is a gap among the students and teachers in knowing the various AI tools for the purpose of
English language teaching, there is lack of exposure to AI tools which hampered the implementation and integration of AI tools
in the process of English language teaching.

Implications

Importance of Awareness Programmes: There should be an awareness step such as promoting the awareness programmes specific
to AI tools in education is the most important step specifically. The programmes like educational campaigns, workshops, training
sessions, can fill this gap.

Teacher Training: It will also benefit the educators through specialised modules focused on AI tools’ integration into the teaching
of language.

Educational initiatives: Access to AI tools and resources in rural areas can be facilitated by the collaborative efforts of educational
institutions, technology providers, and policymakers.

Recommendations

Focussed training programmes: Integration of targeted training sessions/workshops on the benefits and applications of AI tools
in education of language teaching. Introspection: It may be necessary to establish collaborative training communities or forums
through which educators and students can share their experiences and insights on AI tools and their benefits.
 Access to resources: Access to relevant technology like computers, internet connection, device availability becomes important
to carry out effective implementation.

Long-term vision

Stepwise Integrate: Advocate the individuals to follow a step wise approach to potentially integrate through the use of AI starting
with just the awareness and gradually state end. Continuous Learning: foster and support constant learning and improvement for
both teachers and students to adapt with emerging AI technologies. It is not so difficult to upskill the teachers and students in
rural Andra Pradesh, we need to focus on the awareness and further training to use AI tools to teach English language. Such an
approach would enable the harnessing of the benefits outlined in this study.

8. CONCLUSION AND FUTURE PERSPECTIVES

All these advancements and immediate feedback allow students to gain much needed support from language acquisition. The
integration of AI tools into educational platforms and resources will persist, since teachers and pupils in rural Andra Pradesh
access language acquisition instruments and supplies through AI-trained techniques. The future of AI powered language learning
in Andra Pradesh rural areas will be significantly influenced by the collaborative efforts of educational institutions, technology
related companies, and policy makers. Through partnerships and initiatives that focus on the integration of the AI tools in
language instruction, the supportive organizations can ensure the rural students have access to the best educational opportunities
and resources. Furthermore, the professional development and support for the educators will be paramount in being able to
enhance the use of AI tools, as teachers can now utilize technology as an addition to be able to implement in their pedagogical
approaches.

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