AI vs Teachers: The New Face of English Teaching

The Fifth Industrial Revolution is advancing by leaps and bounds, offering countless opportunities that broaden our horizons: from smart devices and vast information databases to the development of artificial intelligence (AI), a technology that has reshaped the world with its multiple applications.

However, what is the true scope of this innovation in language teaching? Will screens replace language teachers and will students forgo human contact in the pursuit of bilingualism or multilingualism?

To shed light lon the subject, Revista Gaceta UAEH interviewed teacher María Isabel Cervantes Martínez and research professor Milton Raúl Licona Luna, who are shaping the next generations of English educators in the B.A in English Language Teaching at the Universidad Autónoma del Estado de Hidalgo (UAEH).

Innovation vs. Tradition

The first hint of what would become a phenomenon date back to 1950, when Alan Turing, a British mathematician and logician—regarded as one of the fathers of modern computing and recognized for his codebreaking work during World War II—published his essay Computing Machinery and Intelligence, in which he questioned whether machines could think independently and, consequently, be classified as intelligent.

Since then, technological progress continues to surpass all our expectations; chatbots such as ChatGPT, Copilot, Gemini and others have simply burst into our daily lives. However, both Isabel Cervantes and Milton Licona agree that the methodological evolution in language teaching is lagging, due to the use of paradigms and pedagogical frameworks inherited from the late 20th and early 21st centuries, which demands immediate modernization in education.

(In)Dependent Generations

Research professor Milton Raúl Licona Luna, teacher on the subjects of Lesson Planning and Phonetics and Phonology at LELI

As expected, the new generations of English teachers have already begun incorporating artificial intelligence into their teaching practice. Nevertheless, the question arises: does this tool represent a significant advantage or a challenge that must be approached with caution?

Milton Licona points out that, as a teacher, artificial intelligence streamlines the planning and search for materials for his classes. However, he emphasizes the importance of using one’s own judgment and resorting to reliable sources to review the generated content, as it may sometimes lack veracity or effectiveness in teaching English.

Additionally, he notes that, as this tool evolves, it has become evident that students depend on it excessively, almost becoming incapable of planning their own classes or verifying that the content adheres to pedagogical principles, which limits the potential of this innovation.

(Ir)Replaceable Teachers

Teacher María Isabel Cervantes Martínez, who teaches the subjects Receptive Skills, Morphosyntax and English in different levels at LELI.

Are machines coming to replace us? What is the point of paying for an English course if I already have Elsa Speak and Copilot? What can a teacher offer that I cannot obtain at the click of a button? These are some of the questions that echo in our minds when learning a new language.

According to Isabel Cervantes, artificial intelligence does not represent a threat to language teachers, but an opportunity that, if well harnessed, can generate very positive results. For example, it would not only optimize planning and the strengthening of communicative skills, but also the research and updating of future teachers’ knowledge. Furthermore, these tools facilitate access to academic readings that enrich the teaching practice of new generations.

It could be said that, although AIs have come to stay, that will not cause teachers to go anywhere.

The Special Touch: Humanity

In short, the future is approaching rapidly, and the integration of emerging technologies is inevitable. Both seasoned and novice educators must stay informed and continuously develop their skills to harness these innovations effectively. Yet, there remains one essential quality that artificial intelligence cannot replicate: human warmth.

The empathy, intuition, and capacity to inspire—qualities unique to a human teacher—are irreplaceable in the educational process. Rather than viewing machines as adversaries, we should embrace them as complementary tools that, when well-integrated, enhance learning and enrich the educational experience in an ever-evolving world.