Exploring Artificial Intelligence in Primary School English Language Teaching: Implementations and Policies Required

ABSTRACT:

This paper examines the integration of Artificial Intelligence (AI) in Primary School English Language Teaching (ELT), with a focus on implementation strategies and policy frameworks for the Nigerian context. Building on research by Akintunde and Akuta (2021, 2022), and analyze how AI tools can address critical challenges in primary education, including large class sizes, varying proficiency levels, and teacher effectiveness gaps (Iwuagwu et al., 2017, 2018). It further outlines the benefits of AI in L2 learning and constraint of using AI in English language classroom, implementing AI in primary school English language classroom and educational policies required to promote the use of AI in English language primary schools. The study concludes that in order to safeguard the application of AI in education it should be lawful, complying with all applicable laws and regulations; it should be ethical, ensuring adherence to ethical principles and values; and it should be robust, both from a technical and social perspective, since, even with good intentions, AI systems can cause unintentional harm. The work recommends that AI usage should be ethical, ensuring adherence to ethical principles and values. This means that we develop, deploy and use AI systems in a way that adheres to the ethical principles of: respect for human autonomy, prevention of harm, fairness and explicability.

Keywords: Artificial Intelligence in Education, Primary English Language Teaching, Personalized Learning, Educational Policy Frameworks, Nigeria