Reference Book Or Chatbot? Exploring Frequently Integrated Ai Tool, Its Impact In Transforming Elt Among College Language Instructors

Abstract

This study investigates the frequent integration of AI-powered reference tools and chatbots in English Language Teaching (ELT) and examines the influence on instructional practices among college-level  female English language instructors.This mixed method research explores how AI supports teaching tasks, and reshapes pedagogical decision-making. Data collection while keeping the researchers accessibility a priority, through google form survey and semi-structured interview, reveal that instructors increasingly rely on AI for lesson planning, generating explanations, providing corrective feedback, and facilitating personalized learning. Findings reveal that AI improves teaching efficiency, fosters learner engagement, and expands quick access to  language input; however, challenges  regarding over-reliance on automated content, accuracy concerns, and gaps in teachers’ AI literacy. The study concludes that the effective use of AI in ELT requires a balanced approach in which AI complements rather than replaces traditional pedagogical practices. Future implications emphasize the need for teacher training, ethical guidelines, and continued research on long-term impacts of AI-mediated instruction. Moreover, this research being delimited only to 3 particular districts, Kohat, Attock and Chakwal while to minor extant Mansehra also, of female government run colleges in pakistan may also be broaden for further study. Hence, this research contributes to emerging discussions on how AI technologies are transforming language education and the evolving role of instructors in technologically enriched learning environments.