Artificial intelligence (AI) is transforming classrooms worldwide – and English language learning is no exception. With AI-powered tools offering round-the-clock access to powerful resources and guidance, many are asking what this means for the future of teaching.
But as the technology advances, one truth remains clear: AI can support English language learners, but it cannot replace the vital role of the teacher. In fact, the rise of AI makes that role more important than ever.
AI is already enhancing how students learn English. It can provide instant corrections, generate personalised study plans, and even simulate conversation practice, all at scale. For learners nervous about speaking up in class, it offers a safe space to build confidence. And in parts of the world where qualified teachers are in short supply, AI tools can open up access to language learning like never before.
But what do we lose when we rely solely on machines to teach human language?
Language is about more than vocabulary and grammar. It’s also about connection – interpreting tone, reading between the lines, and understanding cultural nuance. These are things that today’s AI models, no matter how advanced, simply cannot do well.
AI-generated responses can often feel flat, out of context, or unrealistic. That can hinder learners’ ability to think critically and communicate naturally. By contrast, teachers support learners with adaptive guidance that builds language accuracy and vital interpersonal skills like collaboration and interaction, the foundations of successful communication. That, in turn, helps learners understand not just what to say, but how and why.
Teachers bring empathy, lived experience and fair judgement into the classroom. They help students build teamwork, creativity and intercultural communication – soft skills every learner needs. And they prepare learners to navigate the messy, unpredictable reality of real-world conversation, something no AI tool has truly mastered.
As AI tools become more common in education, we also need to be alert to the risks, especially in high-stakes settings like assessments. AI detection tools, often trained on American or British English writing patterns, can carry unconscious bias against learners from other first-language backgrounds.
This means students may be unfairly penalised for perfectly valid language use, or have their progress questioned because of how their writing 'scores' against a machine-generated benchmark. This may significantly impact on those relying on English qualifications to access study or work abroad.
Fairness, equity, and human judgment must remain central to how we use AI in language education.
At the British Council, we believe the future of AI in English teaching is about empowering teachers, rather than replacing them.
Used thoughtfully, AI can help teachers focus on what they do best: building relationships, creating dynamic learning environments, and guiding students through the rich complexity of English as it’s actually used. Recommendations from the British Council’s Human‑centred AI: lessons for English learning and assessment paper reinforce this approach. The report presents ten important principles – including 'Educators are essential,' 'AI literacy is critical for everyone,' and 'Be inclusive and embrace diversity' – that guide responsible, fair, and learner-centred AI implementation.
It emphasises the necessity of not just keeping teachers in the loop but also maintaining their essential central role: keeping AI use under review, prioritising pedagogy over technology, and safeguarding accessibility across diverse learner contexts.
These principles affirm that AI must support, not substitute, educators in fostering equitable language learning for students' real lives. Teachers are, and should always be, the driving force in the classroom, irrespective of the technology they work with.
AI is a powerful and immensely helpful tool. But without teachers it lacks the cultural context, emotional intelligence and ethical awareness of learners' needs.
Rather than AI replacing educators, the role of the English teacher is evolving and becoming more essential than ever. The future of English is one where human expertise and AI innovation work hand in hand. Together, we can ensure AI supports teachers and learners, unlocking new possibilities for English learning and teaching worldwide.
No. AI can be a powerful support tool to support learning, but it cannot replace teachers' cultural insights, empathy and ability to adapt in real-time. Language learning is about more than grammar and vocabulary – it also depends on human connection, nuance and context.
AI can personalise lessons, offer instant feedback, help learners practise speaking without fear of judgment, and make English learning more accessible, especially in areas with limited access to teachers.
Teachers bring cultural awareness, ethical judgement and the flexibility to respond to each student. They guide learners through real-world language use and help them think critically, work with others and communicate across cultures – things AI cannot match.
Not always. Some AI detection tools are trained on native English patterns, which can unintentionally disadvantage multilingual learners in assessments. This makes human oversight essential in testing and evaluation.
A human-centred approach means using AI to support humans, not replace them. Put differently, humans lead and the tech helps. The focus is on the humans, so they must always come first, particularly from an ethical standpoint. So, for example, if an AI tool causes stress or harm to a human, it’s not human-centred. From a teacher’s perspective, it involves keeping educators in control, ensuring inclusivity, and designing tools that are ethical, transparent, and accessible to learners everywhere.
The British Council is integrating AI into English Online through features like AI-enabled interactive speaking practice with instant diagnostic personalised feedback, launching in October. These tools give learners extra opportunities to practise while staying connected to real teachers and peers.