THE ETHICS OF USING AI IN ENGLISH EDUCATION: BALANCING CRITICAL THINKING AND TECHNOLOGICAL DEPENDENCY

Abstract

The rapid advancement of artificial intelligence has significantly impacted English language education, offering personalized learning experiences, automated assessments, and adaptive tutoring systems. However, alongside these benefits, concerns have emerged regarding AI’s potential to diminish students’ critical thinking abilities and foster technological dependency. This study conducts a systematic literature review, content analysis, and comparative analysis to examine how AI influences cognitive skills, ethical considerations, and best practices for integrating AI into English learning. The findings indicate that while AI-driven tools enhance engagement, accessibility, and efficiency in language learning, over-reliance on automation may lead to a decline in analytical reasoning and independent problem-solving. Moreover, ethical concerns, such as academic integrity, data privacy, algorithmic bias, and digital inequality, remain underexplored yet critical for responsible AI adoption in education. The study identifies effective strategies for mitigating these challenges, including blended learning models, AI transparency measures, ethical guidelines for academic honesty, and fostering student autonomy. The research concludes that AI should complement rather than replace human instruction, ensuring language learners develop technological literacy and essential cognitive skills. Future research should focus on the long-term effects of AI integration, cross-cultural perspectives, and regulatory frameworks to promote ethical and effective AI implementation in education