The Role of Artificial Intelligence in Enhancing English Language Teaching and Learning in Higher Education Institutions in Oman: A Conceptual paper

Abstract

The aim of this paper was to develop a conceptual framework that has the potential to assist researchers and policymakers in building holistic picture of factors influencing successful integration of AI into ELT in HEIs in Oman. In developing this framework, the study identified four constructs or variables influencing AI integration in the Omani context, namely Instructor Readiness (IR), Student Engagement and Autonomy (SEA), AI-Enhanced Pedagogical Integration (AEPI), Socio-Cultural and Institutional Context (SCIC). Three of these variables (IR, SEA, AEPI) are theory-driven, relying on TAM, constructivist learning theory, and pedagogical technology integration models respectively, while SCIC is context-driven and identified through literature review as representative of Oman’s unique socio-cultural and institutional context that may influence integration of AI. Through this multi-directional engagement the proposed framework has the potential to inform policy and practice in the field of integrating  AI into ELT in HEIs.