Integrating Artificial Intelligence in Higher Education Language Teaching: Insights from Academic Discourse

Narmina Aliyeva; Nigar  Orujova; Gulchohra  Aliyeva; Gulnar  Asgarova; Lea  Oksanen

doi:10.48161/qaj.v6n2a2527

Authors

Narmina Aliyeva Department of Foreign Languages, Baku Engineering University, Baku AZ0101, Azerbaijan; https://orcid.org/0009-0007-4983-2560
Nigar Orujova Department of Foreign Languages, Baku Engineering University, Baku AZ0101, Azerbaijan; https://orcid.org/0000-0002-9547-3796
Gulchohra Aliyeva Department of English Language, Azerbaijan State Marine Academy, Baku AZ1000, Azerbaijan; https://orcid.org/0000-0001-9517-6567
Gulnar Asgarova Department of Foreign Languages, Baku Engineering University, Baku AZ0101, Azerbaijan; https://orcid.org/0009-0005-9281-1875
Lea Oksanen Department of Business Administration, Researcher, Lahti University of Technology University, Lahti FI-53850, Finland. https://orcid.org/0000-0002-5970-5000

DOI:

https://doi.org/10.48161/qaj.v6n2a2527

Keywords:

Artificial intelligence, Higher education, Language teaching, Academic discourse, Qualitative research, Educational technology

Abstract

This study aims to examine the integration of artificial intelligence (AI) in foreign language education within the broader context of digital transformation in higher education. Adopting a qualitative research design, the study employs inductive thematic analysis to explore insights obtained from academic round table presentations and panel discussions involving educators and experts from higher education institutions. The data consist of contributions from four round table presenters and six panel participants, through which prevailing pedagogical trends, opportunities, and challenges related to the implementation of AI in language teaching were identified. The findings indicate that artificial intelligence is widely perceived as a transformative pedagogical tool in foreign language education, supporting personalized learning, enhancing student engagement, and facilitating the development of language skills through adaptive and interactive technologies. Participants highlighted the evolving role of teachers, who increasingly act as facilitators and designers of learning experiences. In this context, AI integration was considered effective when it promotes higher-order thinking, learner autonomy, and collaboration. At the same time, concerns were raised regarding potential overreliance on AI, issues of academic integrity, and the growing need to develop students’ critical digital literacy. Furthermore, the study emphasizes the importance of aligning AI use with established pedagogical frameworks that prioritize knowledge construction and authentic learning. Importantly, it proposes an integrated perspective that connects AI-supported pedagogy with constructivist learning theory and ICT-based frameworks such as 21st Century Learning Design (21CLD), highlighting how AI can support knowledge construction in language education. Overall, the study offers discourse-based, context-specific insights and provides practical implications for educators and policymakers seeking to implement responsible and human-centered approaches to language teaching in higher education.

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