Artificial Intelligence and the Changing Practices of English Language Academics

Abstract

Artificial Intelligence has emerged as a transformative force in contemporary education, with a growing impact on English language academics. As English continues to function as the dominant medium of higher education, research dissemination, professional communication, and global knowledge exchange, learners across school and university contexts frequently encounter difficulties in mastering academic English. These challenges arise from factors such as language anxiety, limited exposure to authentic academic discourse, large classroom settings, and insufficient individualized feedback. In this context, Artificial Intelligence introduces new pedagogical possibilities through adaptive learning platforms, natural language processing tools, and automated feedback systems. This article critically examines the changing practices of English language academics under the influence of Artificial Intelligence, with particular reference to Indian school students and higher education learners. It analyzes the ways in which AI supports language skill development, learner autonomy, pedagogical innovation, and self-regulated learning, while also addressing ethical, cultural, and technological concerns. The article argues that Artificial Intelligence should function as a pedagogical support system, guided by teacher expertise and academic values, rather than as a substitute for human instruction