ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING AT TECHNICAL UNIVERSITIES: INTERNATIONAL PERSPECTIVE
DOI:
https://doi.org/10.32782/cusu-pmtp-2026-1-3Keywords:
artificial intelligence, English language teaching, technical university, English for Specific Purposes, engineering educationAbstract
The integration of artificial intelligence (AI) technologies into English language teaching at technical universities represents a transformative shift in educational practices worldwide. The study examines the current state, opportunities, and challenges of AI implementation in English for Specific Purposes (ESP) and general English teaching within engineering and technical education contexts. Through the analysis of recent research and institutional practices of technical universities across different geographical regions, the paper identifies key applications of artificial intelligence. The research reveals that AI technologies offer substantial benefits for technical students; however, implementation faces significant challenges as well. The study demonstrates that successful integration of artificial intelligence in technical university English programs requires comprehensive institutional frameworks combining clear pedagogical objectives, adequate technological infrastructure, systematic faculty professional development, student digital literacy education, and ongoing evaluation of learning outcomes. Comparative analysis across institutions reveals that technical universities in Asia-Pacific regions show particularly high adoption rates of AI-enhanced English learning platforms, while European and North American institutions emphasize critical evaluation of artificial intelligence outputs and ethical usage principles. The research concludes that artificial intelligence technologies, when thoughtfully implemented, can significantly enhance English language learning outcomes for technical students by providing scalable personalized teaching, facilitating autonomous learning, and preparing students for AI-integrated professional communication contexts. However, effectiveness depends critically on maintaining appropriate balance between technological tools and human pedagogical guidance, ensuring that artificial intelligence serves as complement rather than replacement for skilled language teaching. The findings contribute to emerging scholarship on technology-enhanced language learning.
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