Transforming University-Level ESL Teaching in Pakistan: Integrating AI-Powered Tools into Existing Second Language Instructional Systems

Abstract

This qualitative study explores the impact of AI-powered tools on ESL teaching practices in Pakistani universities. Using the Technological Pedagogical Content Knowledge (TPCK) framework, this research investigates how ESL teachers integrate AI-powered tools into their teaching practices and the resulting effects on student learning outcomes. A multi-method approach combining semi-structured interviews and surveys was employed to gather data from 50-75 ESL teachers with experience using AI-powered tools. The findings reveal common themes and patterns in ESL teachers' experiences with AI-powered tools, including benefits such as personalized instruction, automated feedback, and increased student engagement. Challenges, including technical issues, limited contextual understanding, and over-reliance on technology, are also discussed. This study contributes to the existing body of knowledge on AI-powered tools in language learning, providing recommendations for educators, policymakers, and future research.