Artificial Intelligence in the Teaching of English Grammar

The integration of Artificial Intelligence (AI) into education has gained significant momentum globally, offering innovative solutions to enhance teaching and learning experiences. Because it offers creative ways to improve teaching and learning, artificial intelligence (AI) integration into education has accelerated significantly on a comprehensive scale. However, there are significant obstacles to the use of AI in secondary schools in Sierra Leone, especially when it comes to teaching English grammar. Teachers and students are notably reluctant to adopt AI technologies, despite the inherent potentials and advantages, which include individualized instruction and instant feedback. This study explores the integration of Artificial Intelligence (AI) tools in the teaching of English grammar, focusing on a sample of 3,676 students across secondary and tertiary institutions in Sierra Leone. While global trends highlight AI's growing influence in language education, the Sierra Leonean context presents unique challenges. The study found that although AI-assisted instruction led to measurable improvements in grammar proficiency among students, the overall reception in secondary schools was notably resistant. Through surveys, classroom observations, and teacher interviews, it emerged that many secondary school educators and learners expressed skepticism toward AI tools such as grammar checkers and language-learning chatbots.