Integrating Artificial Intelligence Strategies in English Language Instruction: A Study of Undergraduate Students in Karachi's Private Universities

Abstract

The process of teaching and learning languages has undergone revolutionary changes as a result of the incorporation of artificial intelligence (AI) into education. This quantitative study looks into how AI techniques are used and applied when teaching English to undergraduate students at Karachi's private universities. To find out how often AI tools are used, how effective they are thought to be, and how opinions vary across academic years and between students and professors, a structured survey was given to 50 instructors and 300 students at various universities. SPSS was used to perform statistical analyses, such as one-way ANOVA, independent samples t-tests, and descriptive statistics. The results showed that students actively use AI programs like Duolingo, Grammarly, and ChatGPT to improve their writing, grammar, and vocabulary. Though there was a substantial difference in perception scores between students and instructors (p < 0.05), indicating varying degrees of acceptance and trust, third-year students showed the greatest positive opinions of AI integration. The study highlights the necessity of curriculum modifications that strategically integrate AI tools as well as organized training programs for staff to promote more efficient and interesting English language instruction. These findings have important ramifications for future research in AI-enhanced teaching, teacher preparation, and educational policy.