Speaker
Description
Chijioke, N. D.
NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, ANAMBRA STATE
nwabunzedonatus401@gmail.com
Track: AI, Emerging Technologies and Future Learning
This position paper observes that the accelerating pace of digital transformation is reshaping teaching and learning across higher education globally, necessitating innovative pedagogical approaches that equip learners with competencies for the knowledge economy. In Nigeria’s English as Second Language (ESL) context, the teaching of language skills – listening, speaking, reading, and writing – continues to face challenges arising from conventional instructional methods, large class sizes, and limited opportunities for personalized learning. While Artificial Intelligence (AI) is increasingly influencing educational practices worldwide, its potential for transforming language skills instruction in Nigerian higher education remains insufficiently explored. This position paper argues that AI offers a strategic pathway for reimagining language skills teaching within a future-ready higher education ecosystem. The contends that AI-driven technologies like intelligent tutoring systems, speech recognition applications, automated writing feedback tools, adaptive learning platforms, and generative AI systems, can significantly enhance language acquisition by providing personalized instruction, real-time feedback, interactive learning experiences, and greater learner autonomy. Such technologies have the capacity to bridge learning gaps, foster communicative competence, and promote digital literacy among undergraduates. However, the paper acknowledges persistent challenges in form of inadequate digital infrastructure, uneven access to technological resources, limited digital competence among educators, and ethical concerns surrounding AI use in education. Drawing on contemporary scholarship and emerging trends in digital language pedagogy, the paper advocates deliberate policy reforms, curriculum innovation, institutional investment, and continuous professional development for language teachers. It concludes that the effective integration of AI into language skills teaching is crucial for bridging the digital divide and positioning Nigerian higher education institutions to produce globally competitive graduates capable of thriving in an increasingly digital world.
Keywords: Artificial Intelligence, Language Skills Teaching, ESL, Digital Pedagogy, Higher Education, Nigeria, Future-Ready Education.