AI-Driven Innovation in ESL Instruction: Exploring the Frontiers of Technology-Enhanced Language Learning in Bamenda

Abstract

The rapid expansion of Artificial Intelligence (AI) in global education has transformed language learning by providing learners with personalized feedback, adaptive instruction, and increased opportunities for autonomous practice. In many developing contexts, however, the integration of AI into classroom instruction remains unexplored. This study investigates the awareness, use, and challenges surrounding AI integration in English as a Second Language (ESL) learning in Bamenda, Cameroon. The study involves 60 Upper Sixth students who possess the cognitive and technological maturity to meaningfully engage with AI tools and 10 English language teachers, purposively selected from secondary schools. Guided by the Technology Acceptance Model (TAM) and Constructivist Learning Theory, the study examines how perceptions, ease of use, and learner-centred interaction shape AI adoption in the ESL classroom. Data collected through structured questionnaires and classroom observations was analysed using descriptive statistics and thematic analysis. Findings reveal high student awareness and engagement, with 92–95% reporting familiarity with AI tools, positive perceptions, and regular use across vocabulary, grammar, speaking, and writing tasks. Teachers demonstrated moderate awareness and adoption (60–90%), indicating a notable gap between student and teacher engagement largely linked to limited training, exposure, and institutional support. Key challenges included unreliable internet, electricity shortages, technical difficulties, inadequate training, and occasional discouragement from teachers. Both students and teachers strongly recommended the introduction of more AI tools and the development of AI applications tailored to context specific needs. The development of specific policies to fully harness AI’s potential will enhance ESL learning outcomes in Bamenda.