AI-Driven Pedagogies for Reimagining Senior Secondary English Language Learning in Kwara Central, Nigeria

This study investigates the availability, accessibility, and instructional impact of artificial intelligence driven pedagogies in senior secondary school English language classrooms across Kwara Central, Nigeria. Using a descriptive survey design, data were 
collected from 118 English teachers and 257 SS II students through the AI-Driven Pedagogies and English Language Learning Questionnaire (Cronbach’s α = 0.87). Findings reveal a high level of AI adoption, with teachers and students reporting frequent use of adaptive learning platforms, AI chatbots for conversational practice, automated essay-scoring systems, and speech-to-text applications such as Grammarly, ChatGPT, and Google’s Read &Write. Mean scores (≥ 4.0 on a 5-point scale) indicate 
strong teacher digital literacy, positive learner attitudes, and significant gains in reading, writing, speaking, and creative thinking. However, challenges persist, including inconsistent internet connectivity, limited rural infrastructure, and variable quality of 
AI generated feedback. The study recommends sustained teacher professional development, stable internet provision, curriculum-aligned procurement of AI tools, and continuous monitoring of usage and outcomes. These targeted actions will enhance equitable access, strengthen English proficiency, and en