A Critical Analysis of Research on the Use of Artificial Intelligence in English Language Teaching in Thailand: Conflicting Results and Methodological Limitations
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Abstract
Artificial Intelligence (AI) has transformed modern education by offering adaptive learning environments and transforming traditional pedagogical approaches. This article examines empirical findings surrounding the benefits, challenges, and applications AI tools into English Language Teaching (ELT), specifically focusing on the Thai ELT context, to uncover current controversies and methodological limitations. The review reveals that while AI offers significant affordances, such as personalizing learning, reducing student anxiety, lowering teacher workload, and improving language skills, it also introduces critical pedagogical tensions. Notable challenges include ethical concerns such as plagiarism, learners' over-reliance on technology, accent biases, and the inability of AI to detect cultural nuances and authentic human emotions. Furthermore, the analysis highlights prominent methodological shortcomings in existing Thai ELT research, including positive publication bias, an over-reliance on short-term qualitative self-reports, and a lack of robust mixed-methods or longitudinal studies capable of controlling for novelty effects. The study concludes that current literature frequently overlooks the practical integration of AI within traditional, human-centric teaching methodologies. To achieve a mature and sustainable AI-enhanced ELT paradigm, the paper recommends a forward-looking research agenda prioritizing longitudinal, mixed-methods studies and the development of balanced pedagogies that harmonize AI innovations with the traditional teacher-student relationships deeply rooted in Thai culture.
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