Adam Edmett

British Council, United Kingdom

Abstract

This article explores the transformative impact of Generative AI (GenAI) on TESOL over the next twenty years, emphasizing both micro-level changes in teaching practices and potential macrolevel shifts in motivations for learning English. It examines how GenAI could reshape employmentdriven motivations for language learning, particularly in industries vulnerable to automation, such as customer service and tourism. At the micro level, the study analyses the implications of GenAI on equity of access and personalisation in TESOL, highlighting opportunities and challenges related to digital divides, cultural bias, and teacher competency. The article also addresses ethical concerns, pedagogical shifts, and the future role of teachers in an increasingly AI-integrated educational landscape. The paper concludes by proposing a research agenda to guide future investigations into the efficacy, risks, and ethical considerations of GenAI in English language teaching.

Keywords

Generative AI (GenAI), TESOL, Language Learning Motivation, Equity of Access, Personalisation in Education