FROM ARTIFICIAL INTELLIGENCE TO AUGMENTED TEACHING:

Abstract

Artificial intelligence is becoming an important topic in English Language Teaching, especially as students and teachers increasingly use tools such as ChatGPT, translation applications, writing assistants, and speech recognition systems. My proposed paper, "From Artificial Intelligence to Augmented Teaching: A Human-Centered Approach to English Language Teaching," explores how AI can support English language teaching without replacing the essential role of the teacher. The paper argues that AI should be understood not as a threat to teachers but as a tool that can enhance and extend the teaching-learning process. The study focuses on augmented teaching, in which AI helps learners improve their writing, pronunciation, vocabulary, speaking skills, and communicative competence through individualized practice and immediate feedback. It also considers how AI can assist teachers in preparing materials, designing classroom activities, and responding to different learner needs more effectively. However, the paper also addresses the challenges of AI use, including plagiarism, learner overdependence, inaccurate information, privacy concerns, and the possible weakening of students' critical thinking. The main argument of this paper is that successful AI integration in English Language Teaching depends on teacher guidance, ethical awareness, clear classroom policies, and critical digital literacy. The English teacher remains central in motivating learners, managing classroom interaction, interpreting students' needs, and developing cultural and communicative competence. Therefore, this paper concludes that the future of English Language Teaching should be teacher-guided and AI-supported, preserving the human values of education while benefiting from the possibilities of artificial intelligence.