ENHANCING ENGLISH LANGUAGE ACCESSIBILITY VIA AI TOOLS IN PAKISTANI CLASSROOMS

Abstract

This study explores how AI accessibility is playing its crucial role in enhancing English language learning, particularly in Pakistani classrooms. With the advancement in technology, AI tools in education, such as ChatGPT, Google Translator, grammar correction tools, Duolingo, etc. provide support in the process of English language learning. Theoretical framework TAM ( Technology Acceptance Model ) highlights the connection between AI tools and the users.  By adopting a qualitative method, this research draws on structured interviews from university students of English department and class observation to unveil how learners are interacting with AI tools and which are the barriers that can affect language learning, particularly for those students who belong to underdeveloped areas with limited resources. Thematic analysis in this research identifies the similar and diverse perspectives and experiences of the individuals. However, this study also highlights the significant accessibility gaps of language practice, students’ lower confidence, technology, teacher quality, resources, socioeconomic status, geographic location, language environment gap, and insufficient institutional support. This paper contributes to uncovering the advantages of AI tools in language learning and accessibility gaps, which can debilitate this process of learning.