An Investigation into the Factors Hindering the Use of Artificial Intelligence in English Language Teaching

By

Abubakar Darda'u

Department of English and Literary Studies,

Usmanu Danfodiyo University, Sokoto, Nigeria

Corresponding author’s email and Phone: abubakar.darda'u@udusok.edu.ng +2348034643167

Abstract

This study investigates the factors hindering the use of Artificial Intelligence in teaching English within Katsina Metropolis. English is the official language in Nigeria and it serves as the language of instruction in Nigerian schools, the country being a former colony of England. Therefore, there is the need for teachers of English to update their teaching pedagogy and adopt latest technological advancement in relation to English Language Teaching (ELT). The research explores the challenges and opportunities of integrating AI in language education, focusing on teachers' attitudes, knowledge, skills, as well as institutional and infrastructural factors. The study adopts an electic approach, combining interviews and questionnaires to gather data from teachers. The findings reveal that lack of training and institutional support constitutes one of the most significant barriers to the adoption of AI in English language classrooms. Most teachers reported that they had not received any formal training on how to use AI tools for instructional purposes, and schools hardly organise workshops or professional development programmes related to educational technologies. The research findings provide insights into the barriers to AI adoption in English Language Teaching (ELT). The results have implications for enhancing teacher training, improving infrastructure, and promoting the effective use of AI in language education.

Keywords: English Language Teaching (ELT), Artificial Intelligence (AI), Hindrances, Integration and Teacher Training

0.1 Introduction

English is seen as a global language when it comes to the issue of teaching and learning because it is being taught in almost all the continents of the world. Wafa et al. (2024) posit that English is a significant field which opens multiple doors for students around the world, the opportunities to communicate with others. This makes English the language of instruction and communication in many West African schools, particularly in Nigeria.

Prior to the emancipation of Artificial Intelligence (AI), traditional methods were employed in teaching English especially in the less technologically advanced countries like Nigeria. Recently, some teachers of English in Nigeria have embraced the use of AI in discharging their teaching duties for the purpose of exploiting with the 21st century's technological advancement. Fitria (2021) believes that AI has erupted as a result of Industrial Revolution and it is the real outcome of creative minds of human natural intelligence. The scholar goes on to maintain that the more current technological advancement is the emergence of AI which is now catching the attention of people as a device which acts like human.

AI tools or software applications are currently considered as advanced technological components (Tran, 2024). In the words of Koraishi (2023) "the sudden spike of Artificial Intelligence technologies has had and continues to have transformative impact on various domains, including education". It is quite obvious that educational sector is being transformed into an easier and simpler one through the help of technology, especially AI as the most contemporary technological tool. Tulasi (2024) posits that AI has been increasingly used in English language teaching and learning, especially in English Language as L2.

In this regard, it can be noted that AI has no single universally accepted definition because it covers all corners of knowledge in general. This shows that AI is wider in scope because it is not restricted upon one field of knowledge. Almehmadi (2024) opines that the application of AI in many areas including language teaching has aided in growing adequate literature. Virtually, there is no field in which AI cannot be applied to. The discussion around how AI will influence every area of human work has gained traction following the development of conversational AI (Edmett et al., p.10, 2023). However, despite the significance of AI, it cannot be completely relied on, because sometimes AI can be biased in giving feedback. AI limits human interaction, the development of societal skills, and the ability to build bond relationships (Fitria, 2021).

0.2 Literature Review

Recently, the adoption of Artificial Intelligence (AI) in education has been receiving considerable attention as a result of its ability to enhance teaching and learning processes. In the field of English Language Teaching (ELT), AI technologies provide opportunities for personalised learning, automated feedback, language assessment as well as integrated instructional aid. However, despite these vast benefits, the integration of AI in educational contexts, particularly in developing countries like Nigeria faces many adversities.

2.1 Artificial Intelligence (AI)

 Delipetrev et al. (2020) postulate that AI is an intelligence demonstrated by machines in comparison to the intelligence showcased by humans. Zhu (2017) in Akbarani (2023) argues that AI is the computer application in which human intelligence and behaviour are immitated in form of independent field of learning. This implies that AI is a field of knowledge in which machine aids in getting a desired result or feedback. Baker et al. (2019) in Akbarani (2023) believes that AI is a combination of computers which perform cognitive tasks that are virtually related to human minds especially in the facet of problem solving. In the words of Wafa et al. (2024) AI is ability of a computer to execute multiple activities such as learning, problem solving and decision making which require critical human thinking. Edmett et al. (p.11, 2023) opine that "critically, use of the term Artificial Intelligence (AI) remains intensively problematic as it used to refer to a range of different systems".

The emergence of AI paves way for new set of ideas for language teaching and learning. In this view, teaching and learning of English turns much easier through the development of technology and digital platforms (Fitria, 2021). The scholar argues that technological advancement gave birth to multiple opportunities which improve English language skills. This shows that technology plays a significant role in improving English language teaching and communication skills in general. It is evident that many people these days improve their English communication skills through the use of contemporary AI-powered tools. Similarly, certified teachers do improve their teaching skills and mastery of subject areas through the help of available technological gadgets within their reach.

Ribeiro (2020) in Fitria (2021) believes that making use of AI in the teaching of English is a realistic way which should be employed by all English language teachers. Tobing et al. (2023) argue that the digital age and its recent advances in AI have had unprecedented positive impact on educational process and pedagogy in relation to English Language Teaching (ELT). Moreover, Koraishi (2023) opines that teacher training programmes should be designed in such a way that AI related skills should be incorporated. The scholar stresses that educators have to integrate technology in language education as it becomes very common globally. It becomes easier for teachers to generate learning aids or teaching materials as a result of available AI related tools because there are many applications and platforms, teachers just need to identify and select based on their needs (Fitria, 2021).

Even though, AI combines attributes such as reasoning, self-knowledge comprehension, emotional awareness, consciousness and creativity among others but AI is not designed to ameliorate all human problems (Fitria, 2021). With the rise of AI in education, it has become necessary for educators to design appropriate ways to apply AI in teaching and learning of English especially to those whose English is not a first  language (Crompton et al., 2024). Furthermore, they maintain that various AI technologies and systems provide affordances in ELT/L when targetting a specific user and objective. Teachers can easily comprehend the actual needs of the learners when AI is integrated in the field of education (Fitria, 2021)

2.2 The Origin of Artificial Intelligence (AI)

Simpson (p.4, 2024) believes that historically, AI can be traced back to the development of computers after the Second World War, with the Darthmouth Conference in 1956 bringing researches from different disciplines to explore "thinking machine". This has been widely accepted as the emergence of AI as a different area of study and where the term "Artificial Intelligence" emanated for the first time by the visionaries who participated during the conference (Simpson, p.4, 2024). The major focus of the conference was, "Every aspect of any other feature of learning or intelligence should be accurately described so that the machine can simulate it” (Russell and Norvig 2016; Delipetrev et al. 2020).

2.3 Benefits of Artificial Intelligence (AI) in English Education

In the context of language education, AI has introduced many technological tools that support teaching and learning. It is evident that applications such as automated writing evaluators, grammar correction tools, speech recognition systems, and intelligent tutoring systems assist learners in improving their language skills. Tulasi (2024) argues that, AI-powered technologies have transformed English language instruction by enabling personalised learning experiences, immediate feedback, and interactive learning environments. On the similar note, Gyawali and Mehandro (2022) observe that AI facilitates more learner-centred approaches to language teaching by integrating instruction to the individual needs and pace of learners.

In the facet of pedagogy, it can be observed that numerous researches have highlighted the pedagogical benefits of AI in ELT. AI tools permit teachers to compose teaching materials quickly, monitor student performance, and offer immediate feedback on learners’ writing and pronunciation. According to Tobing et al. (2023), AI technologies help teachers create more engaging classroom activities and support differentiated instruction. Similarly, Crompton et al. (2024) posit that AI-driven systems can enhance language learning end results by providing adaptive feedback and customised learning pathways for students.

Today, a prominent field of study which is highly benefitting from AI is ELT. Daulay & Ginting (2024) maintain that AI has the capacity to transform multiple sectors such as ELT. AI technologies have rapidly transformed the field of education, and ELT could not be an exception (Gyawali & Mehandro, 2022). Anis (2023) postulates that AI has emerged as a transformative technology with the prospect of comprehending all forms of learners within the realm of ELT. In this regard, it can be observed that many AI-powered tools including Plagiarism Checker which aids in determining the oraginality of any review, and Quillbot which assists in improving one's writing skills are good examples of such forms of educational advancements. Furthermore, AI plays a significant role in teaching and learning to the extent that AI-powered tools can handle a whole class without the intervention of a human (Ali, 2020). The scholar stresses that education may likely become more learner-centred which could lead to learner advancement.

2.4 Studies on English Language Teaching and Integration of AI in Nigeria

 In the Nigerian context, the integration of AI in education remains at an introductory stage. While digital technologies are gradually being introduced in some urban schools, many teachers still depend on traditional teaching methods as a result of infrastructural challenges and lack of training. Consequently, comprehending the actual setbacks that hinder AI integration is important for developing strategies that enhance effective use of technology in English language education. Gyawali and Mehandro (2022) note that financial limitations often prevent educational institutions from investing in modern technological tools necessary for digital learning environments. In the words of Tran (2024), effective AI integration requires a strong technological ecosystem that includes high-speed internet, digital devices, and technical support. However, many schools in developing regions operate under conditions where these facilities are either inadequate or totally unavailable.

In 2024, Ahmed conducted a research to harness digital transformation with AI in order to improve the teaching and learning of English as a second language in Nigeria. The study discovered that adaptation of AI created numerous opportunities such as personalised learning experiences and adaptive assessments, among others. However, digital transformation through the use of AI faces many challenges such as technological barriers, teacher training, and cultural diversity, among others.

In 2025, Mbegbu and Emelogu made an attempt to examine students' perception in the adaptation of AI-tools in the area of teaching and learning of writing skills. The researchers used a descriptive survey, where the undergraduate students of University of Nigeria, Nsukka formed the total population of the study. A structured questionnaire was designed and distributed to 102 participants that were randomly selected. The study discovered that AI-driven tools help in improving students' grammar, vocabulary and writing skills. Therefore, the research concluded that integration of AI-driven tools aid in the teaching and learning of writing skills.

Chaka (2025) conducted a work on the use of AI to facilitate language education in Nigerian tertiary institutions. The researcher aimed to find out the actual dependence on the traditional teaching and learning practices in most Nigerian tertiary institutions, despite the emergence of AI. The study established that AI can be helpful in the facilitation of language education especially in the areas of speaking, reading, writing, grammar and pedagogy, among others. However, the study revealed that biases, legal concerns, negative perceptions are some of challenges that hinder the integration of AI in many Nigerian tertiary institutions.

2.5 Theoretical Framework

This work explored the factors hindering the use of Artificial Intelligence (AI) in teaching English Language within Katsina Metropolis. The study employed Technology Acceptance Mode (TMA), developed by Fred Davis as a theoretical framework which guides this study. TMA explains how users accept or reject new technologies based on two major determinants: perceived usefulness and perceived ease of use.

 Perceived usefulness as the name implies, focuses on the extent to which an individual believes that making use of a certain technology will improve their performance in a given task. In the context of this study, perceived usefulness relates to teachers’ beliefs about whether AI tools can enhance English language teaching and improve students’ learning outcomes. This means that when teachers believe that AI can make lessons more effective, provide quick feedback, and help in the preparation of instructional materials, the teachers are more likely to integrate such technologies.

Perceived ease of use refers to the degree to which a person believes that using a particular technology will be free from adversity. If teachers perceive AI tools as complex, hard to operate, or perhaps tools which require advanced technical skills, they may be reluctant to make use of them into classroom teaching. Conversely, when teachers view AI tools as simple and user-friendly, they are more likely to accept and use them in their instructional practices.

In this study, TAM provides a robust and appropriate framework for explaining teachers’ integration of AI in ELT. By foregrounding the constructs of perceived usefulness and perceived ease of use, this framework provides a vivid basis for comprehending how teachers’ attitudes, skills, and contextual realities influence their willingness to adopt AI into classroom practice. Within the context of Katsina Metropolis, where challenges such as inadequate training, limited infrastructure, and insufficient institutional support persist, these constructs become particularly relevant: teachers are less likely to integrate AI if they perceive it as complex or if its practical benefits are not clear within their teaching environment. Thus, the model not only explains patterns of acceptance and resistance but also aligns closely with the study’s empirical focus on both individual and systemic setbacks. In conclusion, the application of TAM is both convincing and justifiable, as it provides a coherent lens through which the interaction between teachers’ perceptions and contextual constraints can be critically examined in relation to AI integration in ELT.

0.3 METHODOLOGY

The study adopts an electic research design, integrating both quantitative and qualitative approaches to examine the factors hindering the use of Artificial Intelligence (AI) in English Language Teaching (ELT) within Katsina Metropolis. A descriptive survey design is used to collect quantifiable data on teachers’ perceptions, while a phenomenological approach provides deeper insights into their lived experiences. The population comprises English language teachers in secondary schools, from which a sample of fifty-two (52) teachers was selected for the questionnaire, and fifteen (15) teachers participated in interviews. A purposive sampling technique was used to ascertain that participants were significant to the objectives of the study.

For data collection, the researcher administered the questionnaires directly to participants to ensure a high response rate, while interviews were conducted face-to-face, recorded with consent, and transcribed for analysis. Quantitative data were analysed using statistical tools such as frequencies, percentages, and mean scores, and presented in tabular form. Likewise, qualitative data were analysed using thematic analysis, enabling the identification of key recurring themes such as lack of training, infrastructural challenges, and institutional barriers. This combined approach enhances the depth and credibility of the study’s findings.

0.4 Data Presentation and Analysis

Theme One: Lack of Training and Support

Question	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
1. I have received adequate training on how to make use of AI tools in teaching English.	40	12	0	0	0
2. My school provides regular workshops on AI integration.	35	17	0	0	0
3. Education authorities provide sufficient support for AI implementation.	46	6	0	0	0
4. I feel confident in my ability to use AI tools for teaching.	20	25	7	0	0

 

The responses under this theme show a serious lack of training and institutional support for the use of AI in teaching English. For Item 1, the majority of respondents strongly disagreed (40) or disagreed (12) that they had received adequate training on AI tools. Similarly, all respondents disagreed with Items 2 and 3, indicating that schools do not provide regular AI workshops and education authorities offer insufficient support for AI implementation.

In Item 4, most respondents either strongly disagreed (20) or disagreed (25) that they felt confident using AI tools, with only a few indicating neutrality. This suggests that teachers’ low confidence is directly linked to inadequate training and support, confirming that lack of professional development is a major barrier to AI integration.

The questionnaire results vividly portray that majority of the respondents identified lack of training as the main hindrance to the integration of AI in ELT, as reflected in the table above. This finding is further consolidated by the interview data, where teachers consistently reported that they had not received any formal training that would equip them with the necessary skills to effectively utilise AI tools in their instructional practices. Many participants also emphasized the absence of workshops and institutional support related to AI integration. Therefore, both the quantitative and qualitative findings converge to establish that inadequate training and lack of professional development opportunities constitute the most relevant barrier to the adoption of AI in teaching English.

Theme Two: Infrastructure and Resource Challenges

Question	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
5. Limited access to digital devices hinders my ability to use AI.	5	4	7	15	21
6. The cost of AI tools makes it difficult to use them in schools.	20	18	4	7	3
7. Internet connectivity in my school is strong and adequate for AI use.	36	12	4	0	0
8. Electricity supply in my school supports the use of AI tools.	18	16	9	9	0

Findings under this theme indicate that infrastructure problems significantly hinder AI usage in schools. For Item 5, most respondents agreed (15) or strongly agreed (21) that limited access to digital devices affects their ability to use AI, showing that device availability is a major challenge.

Item 6 reveals mixed responses regarding the cost of AI tools, though more respondents disagreed than agreed, suggesting that while cost is a concern, it may not be the most critical barrier. Items 7 and 8 show strong disagreement regarding the adequacy of internet connectivity and electricity supply, with very few neutral or positive responses. This clearly indicates that poor internet access and unstable power supply are serious obstacles to effective AI integration in schools.

The questionnaire results show that a high proportion of respondents identified inadequate infrastructure as a primary hindrance to the adaptation of AI in ELT. This quantitative finding is strongly supported by the interview data, where teachers consistently highlighted persistent challenges related to poor internet connectivity and unreliable electricity supply. These infrastructural limitations significantly restrict the effective use of AI tools in classroom instruction. Therefore, the convergence of both quantitative and qualitative findings underscores that deficient infrastructure remains a critical barrier to the successful adoption of AI in teaching English.

 

Theme Three: Pedagogical and Curriculum Challenges

Question	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
9. Using AI makes English lessons more effective.	10	5	5	17	15
10. AI tools are easy to integrate into my normal teaching activities.	10	15	9	10	8
11. The curriculum encourages the integration of AI in classroom teaching.	30	18	2	5	0
12. I have enough time within my lesson plan to incorporate AI activities.	24	17	8	3	0

 

Despite infrastructural challenges, teachers generally perceive AI as pedagogically beneficial. In Item 9, a large number of respondents agreed (17) or strongly agreed (15) that AI makes English lessons more effective. Item 10 also shows a fairly balanced distribution, indicating that while some teachers find AI easy to integrate, others still struggle.

However, Items 11 and 12 reveal major challenges related to curriculum and time. Most respondents strongly disagreed or disagreed that the curriculum encourages AI integration and that there is enough time in lesson plans to use AI activities. This suggests that curriculum design and rigid lesson schedules limit AI usage, even when teachers recognize its benefits.

 The questionnaire results indicate a moderate level of agreement, suggesting that AI does not effectively align with the existing curriculum used by teachers. This quantitative outcome is further clarified by the interview data, which show that many teachers experience difficulties in integrating AI tools into their lesson planning and classroom activities. Participants frequently noted that the current curriculum structure does not readily accommodate AI-driven approaches. In conclusion, the qualitative findings assist to explain the moderate quantitative responses by highlighting the issue of curriculum misalignment as a relevant setback to AI integration in ELT.

 

Theme Four: Teacher Attitudes and Perceptions

Question	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
13. I am concerned that AI might eventually replace teachers.	12	13	10	9	8
14. I think AI tools are too complex for effective classroom use.	15	16	10	6	5
15. I am willing to use AI tools if they are made available in my school.	0	9	10	18	15
16. I believe AI can significantly improve the teaching of English.	0	8	7	17	20

 

The findings show mixed attitudes toward AI among teachers. Item 13 indicates that some teachers are concerned that AI may replace teachers, while others disagree, reflecting uncertainty and fear about AI’s long-term impact on the profession.

In Item 14, responses are fairly distributed, suggesting that while some teachers find AI tools complex, others do not. Importantly, Item 15 shows strong willingness among respondents to use AI if it is made available, with most respondents agreeing or strongly agreeing. Item 16 further confirms a positive perception of AI, as a majority believe that AI can significantly improve the teaching of English.

The questionnaire results portray that respondents manifested mixed attitudes toward the integration of AI in ELT, indicating both acceptance and reservation. This variation is further highlighted by the interview data, which reveal that many teachers harbour concerns about the complexity of AI tools and the potential risk of job displacement. Such apprehensions contribute to their resilient stance toward integrating AI in classroom practice. In conclusion, the qualitative findings provide deeper insight into the quantitative results by helping to explain the underlying factors shaping these complex and mixed attitudes.

0.5 Discussion and Findings

Lack of Training and Support as Main Setback

Quantitative data generally show inadequate professional development, with 100% of respondents disagreeing or strongly disagreeing on receiving AI training (Item 1: 40 strongly disagree, 12 disagree), school workshops (Item 2: 52 total disagreements), and authority support (Item 3: 52 total disagreements). Confidence levels were low (Item 4: 45 disagreements). Interviews consolidated this, with teachers reporting "no exposure to AI tools" and a need for "organised workshops." This aligns with Fitria (2021) and Koraishi (2023), who emphasise teacher training for AI integration as the main setback, but underscores Nigeria's lack of sufficient training in less urban areas like Katsina, where professional development prioritises basic literacy over technological skills. Interview responses reinforced this position, as teachers unanimously testified that they had never attended AI-related workshops or received formal guidance on AI use in teaching English. In this regard, this convergence of data depicts that without structured training programmes and policy-driven support, teachers are unlikely to adopt AI tools, regardless of their perceived benefits.

Infrastructure and Unavailability of Resources

The research discovered that infrastructural deficiencies vehemently affect the integration of AI in teaching English. Most respondents agreed that limited access to digital devices restricts their ability to use AI tools. Furthermore, poor internet connectivity and unstable electricity supply were identified as serious challenges, with a majority of respondents strongly disagreeing that these facilities were inadequate in their schools. Large number of the respondents (36 agree/strongly agree on Item 5) cited limited digital access, while 48 disagreed on reliable internet (Item 7) and 34 disagreed on electricity (Item 8). Cost concerns were mixed (Item 6), suggesting affordability is secondary. Interviews repeatedly highlighted "frequent blackouts" and "no stable Wi-Fi," aligning with Tran (2024) on AI's reliance on robust tech ecosystems.

On the similar note, these findings correspond with Gyawali and Mehandro (2022), who noted that AI integration in developing countries is largely constrained by weak technological infrastructure. Contextually, these align with Nigeria's broader energy crisis, limiting AI machines such as Quillbot or plagiarism checkers despite their significance in ELT. These findings are consistent with  interview data further confirmed that instability in power supply and poor internet access make it practically impossible to integrate AI tools during lessons. Although the cost of AI tools received mixed responses, the findings suggest that infrastructure remains a more critical barrier than cost. This shows that even free or low-cost AI tools cannot be effectively used in the absence of basic technological facilities.

Pedagogical and Curriculum Misalignment

Despite the identified challenges, majority of the respondents have a positive view on AI for effectiveness regarding its benefits in ELT by admitting that AI makes English lessons more effective (32 agree/strongly agree on Item 9) but struggled with integration (balanced responses on Item 10). Curriculum rigidity (48 disagreements on Item 11) and time constraints (41 disagreements on Item 12) were major issues. Qualitative data indicated teachers "composing lesson plans manually" without AI assistance, supporting Crompton et al. (2024) on the need for targeted AI affordances in L2 contexts. This suggests Nigerian curricula, focused on traditional learning, resist AI's learner-centered shift (Ali, 2020; Tobing et al., 2023). This has been clearly highlighted by the interview findings which further explained that teachers struggle to align AI tools with prescribed syllabi and examination-oriented teaching approaches.

Even though, curriculum rigidity and time constraints emerged as main setbacks. Majority of the teachers disagreed that the current curriculum encourages AI integration or that lesson plans provide adequate time for AI-based activities. These findings support Crompton et al. (2024), who argue that effective AI integration requires curriculum redesign that accommodates digital tools. The findings suggest that even when teachers recognise AI’s usefulness, curricular misalignment and time limitations discourage its classroom application.

Mixed Teacher Attitudes and Perceptions

Findings under this theme were nuanced: fears of job replacement (17 agree/strongly agree on Item 13) and complexity (11 agree/strongly agree on Item 14) coexisted with strong willingness (33 agree/strongly agree on Item 15) and belief in AI's benefits (37 agree/strongly agree on Item 16). The quantitative data indicated that while some respondents expressed concern that AI might replace teachers, others disagreed, reflecting uncertainty rather than outright resistance. Interviews unpacked fears as "Artificial Intelligence taking over grading," yet optimism for "personalised feedback." This mirrors Fitria (2021) on AI's limitations (e.g., bias, and reduction of human interaction, among others) but highlights readiness if barriers are addressed, contrasting skepticism in Emmett et al. (2023)

It is evident that majority of the teachers expressed willingness to use AI tools if they were made available, and many believed that AI could significantly improve  English Language Teaching (ELT). Interview responses clarified that teachers’ fears were largely due to lack of exposure and understanding of AI rather than negative attitudes toward technology itself. This finding echoes with Anis (2023), who observed that teachers’ acceptance of AI increases when they are adequately informed and trained. Therefore, negative perceptions appear to be a consequence of systemic challenges rather than personal opposition.

In summary, mean scores from all the four themes (calculated via simple percentage: training mean ~1.2/5; infrastructure ~2.1/5; pedagogy ~2.3/5; attitudes ~3.4/5) ascertain training and infrastructure as major hindrances (lowest means), with pedagogy moderate, and attitudes most favourable. Therefore, triangulation indicates convergence: quantitative breadth identifies issues, qualitative depth explains "why" (e.g., no training erodes confidence). These barriers hinder Nigeria's ELT goals, where English as the official language demands tech-savvy pedagogy (Wafa et al., 2024).

0.6 CONCLUSION

This study argues that while Katsina teachers recognise AI's transformative potential in ELT by enhancing efficiency, personalisation, and skills adoption is largely detered by inadequate training, poor infrastructure, curriculum inflexibility, and attitudinal apprehensions. Lack of support and resources forms the major impediment in this Nigerian metropolis, perpetuating reliance on traditional methods amid global AI shifts (Koraishi, 2023; Tulasi, 2024). Despite these challenges, the study reveals a generally positive disposition toward AI among English teachers, with many acknowledging its potential to improve teaching effectiveness and expressing willingness to employ it if enabling conditions are provided. On the similar note, addressing the aforementioned hindrances could highly enhance English proficiency as Nigeria's instructional lingua franca, fostering 21st-century competencies. Therefore, the findings demonstrate strong convergence between quantitative and qualitative data, confirming that the barriers to AI integration are largely systemic rather than attitudinal. Ultimately, strategic interventions are essential to bridge the AI divide, ensuring equitable development of ELT.

Conclusively, the research maintains that successful AI integration in English Language Teaching (ELT) needs coordinated efforts involving teacher training, infrastructural development, curriculum reform, and policy support from educational authorities among others

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This article is published in ALQALAM: A Journal of Language and Literary Studies, FUGUS, Volume 1, Issue 2 - June 2026