Humanising Language Teaching in the Age of AI

Abstract

While language teachers widely acknowledge affordances of digital technologies for enhancing language learning and teaching, an accompanying sense of disquiet has intensified as technological innovation increasingly sets instructional agendas and undermines professional autonomy. In particular, the growing influence of algorithms, large-scale data analytics, and, more recently, generative artificial intelligence has raised concerns that decision-making power is progressively shifting away from human educators. This displacement prompts critical questions about teacher agency, emotional well-being, and the preservation of meaningful human interaction within increasingly technology-mediated language teaching environments. Drawing on contemporary research in Computer-assisted Language Learning (CALL), this paper argues that the rapid automation of instruction necessitates a proactive re-centering of the educator. It proposes a "humanising pedagogy in language teaching" structured through five interrelated dimensions: personalisation, digital literacy, digital well-being, positive computing, and the prioritisation of human relationships and interaction Based on these considerations, the paper then discusses not only how teachers can remain relevant as human mentors in an automated landscape, but also how they can practically support their learners as they continue to interact with complex AI tools. By examining the intersection of ethics and instructional design, the paper concludes by offering future directions regarding how language teachers can coexist and collaborate with technology. Specifically, it advocates for a shift from replacement to synergy through the Teacher-AI Collaboration (TAC) framework, ensuring that technological integration serves to augment, rather than diminish, the human element of ELT.