IJELI Published Article Details

Abstract This study investigated the impact of artificial intelligence (AI) on English language learning among pre-service educators at Northern Iloilo State University. Guided by Connectivism and Socio-Constructivist theories, the research examined how AI tools influence learners’ motivation, engagement, and proficiency while identifying challenges encountered in their use. A descriptive quantitative design was employed, involving sixty pre-service English teachers who responded to a validated Likert-scale questionnaire. Data were analyzed using descriptive and inferential statistics, including Pearson’s correlation at a 0.05 significance level. Findings revealed a high extent of AI tool utilization, particularly grammar checkers, translation tools, and chatbots, which were perceived as highly beneficial in enhancing language accuracy, confidence, and engagement. Results further indicated significant positive correlations between AI integration and learning outcomes, suggesting that AI contributes to both cognitive and affective improvement in language learning. However, participants also reported moderate challenges related to internet access, training limitations, and ethical concerns. The study concludes that AI integration enhances English language learning when supported by digital literacy, pedagogical readiness, and institutional support. It recommends embedding AI literacy in teacher education curricula to ensure the ethical, equitable, and pedagogically sound use of intelligent technologies in future classrooms. Keywords: Artificial Intelligence, English Language Learning, Pre-Service Educators, Digital Literacy, Pedagogical Readiness