AI CHATBOTS AND TRANSFORMATION OF ENGLISH LEARNING IN RURAL PAKISTAN; A SOCIO – CULTURAL AND PEDAGOGICAL PERSPECTIVES

Abstract

The rapid expansion of Artificial Intelligence (AI) technologies has revolutionized the landscape of education worldwide, with a particular emphasis on language learning. In rural Pakistan, where access to qualified English teachers and resources is limited, AI-powered chatbots present a promising solution for enhancing English language proficiency. This study explores the transformation of English learning in rural Pakistan through the integration of AI chatbots, focusing on both socio-cultural and pedagogical perspectives. The research examines how these AI tools facilitate interactive language practice while addressing the unique linguistic needs of learners, including regional accents, dialectal variations, and the prevalence of code-switching between Urdu and English. The study adopts a mixed-methods approach, combining quantitative pre- and post-test assessments of language proficiency with qualitative interviews to gather insights from rural learners who have engaged with AI chatbots. Special attention is given to the pedagogical benefits of using AI chatbots, such as fostering learner autonomy, enhancing speaking skills, and providing real-time feedback. Additionally, the study investigates how socio-cultural factors, including learners' cultural identities, social dynamics, and exposure to English in daily life, influence their engagement with AI-powered platforms.

Keywords: AI-powered chatbots, English language learning, Rural Pakistan, Socio-cultural perspective, Pedagogical approach, Linguistic diversity, Pronunciation improvement, Language proficiency