The Future of English Language Teaching in Pakistan: A Comparative Analysis of AI-Driven and Human-Led Instruction

Abstract

An important alteration occurs in Pakistani Second Language English teaching as educational facilities integrate Artificial Intelligence into their curriculums. This article investigates AI-driven instructional approaches versus traditional human-teaching strategies which consist of pedagogical assessments, feasible advantages, and drawbacks assessment for each methodology. The research design consisted of mixed methods that include surveys together with interviews and an experimental study to evaluate academic results while obtaining extensive feedback from stakeholders. Data shows that AI improvement of learning efficiency and resource access does not substitute the human requirements for cultural competence development and critical thinking alongside contextual understanding. Even though students find value in AI-supported structure and instant feedback function its delivery, students also require the continued presence of experienced educators who establish meaningful human relationships and deliver enriched educational experiences. Studies indicate that Pakistan needs an educational system that uses both AI technologies and human teachers to achieve optimal results in teaching English as a Foreign language. The findings support educational practices toward implementing balanced technology utilization that preserves the priceless attributes of personal guidance. The obtained findings will guide future innovative research initiatives.

Keywords: English Language Teaching, Artificial Intelligence, Human Instruction, Blended Learning, Pedagogical Implications, Language Acquisition, Educational Technology, Pakistan.