TEACHING ENGLISH WITHOUT ENGLISH-SPEAKING TEACHERS: EVALUATING AN AI-MEDIATED MODEL OF LEARNING

Across many education systems, the expansion of English language education is constrained by a persistent structural challenge: the limited availability of qualified English teachers, particularly in regional or under-resourced schools. In response, policy reforms often mandate the introduction of English at earlier stages of schooling, yet the capacity of schools to implement these policies remains uneven. The prevailing assumption in language education is that English must be taught by teachers who themselves possess substantial English proficiency. As a result, schools lacking such expertise frequently struggle to provide meaningful instruction, and existing solutions tend to focus on teacher retraining or recruitment rather than reconsidering the instructional model itself. Despite the rapid development of artificial intelligence tools capable of supporting language learning and providing feedback on student performance, there has been little systematic investigation into whether these technologies could enable a different pedagogical arrangement—one in which teachers act as facilitators of learning rather than as the primary linguistic resource. This project addresses this gap by exploring the feasibility of an AI-mediated model of English learning in schools where teachers do not speak English. The study will begin by contacting schools to identify those interested in participating in a pilot project. In participating classrooms, teachers will be trained to facilitate English learning activities without requiring English proficiency themselves. Instead, students will engage directly with AI-supported learning tools that guide practice, interaction, and feedback. These tools will also assist in assessing students’ progress. Students may access the system using mobile phones or computers, although computers will be preferred where available.