Integration of Artificial Intelligence and Digital Resources in English Language Teaching

Abstract

This article examines the pedagogically responsible integration of artificial intelligence and digital resources into English language teaching in secondary education. A qualitative, document-based methodological synthesis combines language-teaching principles, the illustrative classroom applications identified in the original manuscript, and guidance on safe educational uses of generative AI. Findings are organized by four language skills, learner autonomy, assessment and the teacher’s role. Digital tools can provide flexible exposure, practice and feedback, but their value depends on task design, accessibility, accuracy checks and human supervision. A practical alignment framework is proposed for selecting tools, structuring classroom activities and evaluating outcomes. This is a conceptual review, not an experimental measurement of learning gains.