The impact of artificial intelligence integration on English language learning high schools with teenagers
Authors
Cangas Isacaz, Steven Danilo
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Date
2026
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Publisher
PUCE - Ibarra
Abstract
This study was conducted to analyze the impact of artificial intelligence integration in English language learning with teenagers and to identify the positive and negative factors associated with this approach in the classroom. The study was developed at the ―La Victoria‖ Catholic School, specifically in the second year of baccalaureate. Methodologically, the study adopted a mixed-methods approach which we used research instruments of qualitative and quantitative approach to collect data. For quantitative data collection, an adapted interview was administered to teachers to obtain numerical data; for the qualitative approach, an observation sheet was used to observe directly the different kind of criteria related to the research The quantitative results showed that students at the school do not use mobile devices because there is a high risk of plagiarism in activities planned by the teacher. However, the quantitative analysis revealed that teachers use Artificial Intelligence mainly to create activities based in games, making rubrics, and creating virtual environments to interact in real time. It is concluded that Artificial Intelligence can act both as a helper that changes the way of English language instruction but also as a potential harm that creates issues where students, could be affected due to the different ethical dilemmas related to its use in the educational process. Teachers who use AI are able to make their classes more dynamic by reducing the amount of administrative work and diversifying teaching strategies, adapting to different learning processes. However, the need of continuous teacher training was identified to avoid technological dependence and ensure the ethical and critical use of these tools in the classroom.
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Keywords
Artificial Intelligence in Education, English Language Teaching, Teacher Training