Abstract
Due to the diverse cultural backgrounds and varying cognitive levels of foreign English language learners, personalized scaffolding is essential for developing language competency across all four language skills: reading, writing, listening, and speaking. However, this need is not adequately addressed in the existing literature. In the post-method era, glocal (global and local) teaching and learning are encouraged, where learners’ cultural foundations and cognitive stages help define the learning approach. In this context, while human scaffolding is limited, the advancement of Generative AI, in English as a Foreign Language (EFL) education, promotes personalized learning and fosters learner autonomy in both formal and informal settings. Grounded in Constructivist theory, which emphasizes contextualized learning, GenAI is integrated as a scaffold to enhance the Zone of Proximal Development (ZPD). Guided by the PICO model and PRISMA screening process, this study selected 45 secondary documents for coding from an initial pool of 383, sourced from SCOPUS through a Boolean search. A thematic qualitative approach was employed for analysis. Findings reveal that a single method is not sufficient and that GenAI tools play a crucial role in navigating contextual learning pathways, enhancing students’ engagement and learning outcomes in English language learning. These tools improve proficiency across all four language skills and reflect a shift from method-bound instruction to personalized, technology-enhanced learning. The findings will assist students, teachers, and curriculum designers in redefining their understanding of English language acquisition by examining how AI can transform English education from a traditional, teacher-controlled model to a learner-driven system.
Presenters
Md. Ripon AhmedSenior Lecturer in English, English, Starlight College, Sylhet, Bangladesh, Sylhet zila, Bangladesh
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
GenAI, Zone of Proximal Development, Interaction, Learners' Autonomy
