IMAGINE having a virtual teaching assistant that tracks student progress, provides instant feedback, and offers personalised practice exercises tailored to each learner’s needs.
This isn’t the future; it’s a reality that is beginning to unfold in classrooms today, thanks to artificial intelligence (AI).
To stay at the forefront of English language teaching and learning in these evolving times, experts say teachers and learners must be equipped to optimise AI’s potential.
Universiti Kebangsaan Malaysia Faculty of Education deputy dean (Research & Innovation) Assoc Prof Dr Harwati Hashim said as Malaysia embraces AI in education, it is crucial for teachers to feel empowered to experiment, learn and grow with these new tools.
“Malaysia has long been committed to integrating digital tools, such as interactive whiteboards, tablets, online resources and collaborative learning tools, in the classroom, especially for English as a Second Language (ESL) instruction.
“However, AI promises to push this transformation even further, bringing a new set of possibilities for both students and teachers,” she told StarEdu.
Harwati
She noted that while many educators have already embraced technology, AI introduces a new level of complexity.
“A key challenge is preparing teachers for such a dramatic shift in their teaching approach.
“Continuous professional development (CPD) and support will be critical to helping teachers feel confident in using AI tools effectively,” she stressed.
Agreeing, Malaysian English Language Teaching Association (Melta) president Prof Dr Sivabala Naidu said teachers must be provided with CPD opportunities focused on AI literacy.
Prof Sivabala
“To effectively teach English in the AI era, teachers must develop skills such as digital literacy, proficiency in AI tools, adaptability to tech-driven methods, and the ability to design lessons that integrate AI with traditional pedagogy,” he said.
Universiti Malaya Faculty of Education senior lecturer and teacher-trainer Assoc Prof Dr Zuwati Hasim said training on the ethical usage of AI technology could also be provided to guide teachers.
“Teachers need to cultivate skills like critical thinking to guide students in using AI responsibly.
“Fostering collaboration between educational policymakers, technology developers, researchers and schools is also essential to ensure AI is used ethically and inclusively,” she said.
She added that teachers’ readiness to use AI varies, depending on their willingness and the kind of support they receive from peers, school leaders, and even the Education Ministry.
At the ministry, plans are underway to introduce reforms as part of Malaysia’s new 10-year education blueprint starting in 2026.
Among the key areas is the integration of digital technologies and AI into the teaching and learning process, said Education Minister Fadhlina Sidek.
Zuwati
Speaking at the Malaysian Economic Forum 2025 on Jan 9, Fadhlina said the blueprint aims to prepare the nation’s education system for future demands, focusing on reforms to enhance quality, accessibility and relevance for students nationwide.
The ministry, Harwati acknowledged, has rolled out several initiatives aimed at training teachers to harness the power of AI in the classroom.
Announced by Fadhlina, these initiatives include enhancing teachers’ skills through technology empowerment courses, especially in the field of AI, with an allocation of RM1mil and targeting 500 selected teachers nationwide.
“The ministry will also collaborate with Apple Professional Learning Specialist Malaysia to train and guide 100,000 teachers to be recognised as ‘Apple Teachers’.
“In recognising teachers who excel in adapting to digital technology, 1,000 teachers will be selected to attend courses to be certified as digital professionals and recognised as the ministry’s Guru Jauhari Digital,” Fadhlina said at the 2024 National Teachers Day celebration last May.
Even so, key challenges, such as equipping both teachers and students to fully utilise AI tools, remain to be addressed, the experts asserted.
Harwati said infrastructure remains a key challenge, particularly in rural areas where reliable Internet and modern devices may still be scarce.
“This disparity can exacerbate existing educational inequalities between urban and rural areas.
“Overcoming this hurdle will require ongoing investment in technology and ensuring that every student has access to the necessary resources,” she said.
Prof Sivabala also emphasised the importance of investing in digital infrastructure.
“Policy support in the form of government initiatives and organisational funding is vital in supporting the implementation of AI technologies in classrooms, especially in rural schools with inadequate infrastructure, limited Internet access, and insufficient teacher training,” he said.
Striking the right balance
While AI presents opportunities for integration within education –such as increasing student engagement and reducing teacher workload – Prof Sivabala called for caution in its implementation.
“We don’t want a generation of students who use AI to copy and paste assignments, and complete homework. This does not help them think, create or innovate on their own.
“We must be able to use AI as thought partners – to discuss, debate and share ideas, as well as address thought-provoking matters. We cannot ignore AI, but we must accept that it is here and use it ethically,” he said.
He also highlighted that integrating AI into English lessons should not replace traditional language skills but should complement them.
“The goal is to equip students with the necessary knowledge and critical thinking abilities to navigate the evolving job market and effectively engage with AI technologies in their future careers,” he asserted.
Citing examples of how AI can be incorporated into English lessons to future-proof students (see infographic), Prof Sivabala, who is also the Faculty of Social Sciences dean at Quest International University, said teachers can start by introducing the concept of AI to students and discussing its applications in various industries.
Other examples include engaging students in group projects that involve AI technologies.
“For example, they can create chatbots, develop AI-driven language-learning tools, or analyse language data using AI algorithms.
“This hands-on experience with AI fosters creativity and prepares students for working in a technology-driven world,” he said.
Zuwati stressed that while AI offers transformative potential, it should complement rather than replace the human touch in teaching, emphasising the role of educators in inspiring creativity, empathy, and cultural understanding in language learning.
She also said AI-based instruction could go beyond classrooms where students may access tools to assist their learning.
“There are many available AI-powered tools. Some of the most commonly used include ChatGPT 4.0 for generating ideas, Grammarly for checking language use, Duolingo as a language learning and testing platform, Speechify for improving listening, and ReadTheory to assist reading at different levels.
“The use of AI should not be limited to classrooms. AI, when used effectively, can revolutionise language education by offering personalised, scalable and engaging learning experiences,” she said.
She added that while more studies in the local context are necessary, the effectiveness of AI tools in language teaching and learning is evident through positive outcomes reported in various studies – not only in learning performance but also in enhancing students’ motivation.
Harwati said with a diverse, multilingual student population, English language educators in Malaysia must find ways to engage students from different linguistic backgrounds.
“AI-driven technology is a powerful tool for offering a tailored learning experience for each student. But it works best when combined with the creativity, empathy and expertise of skilled educators.
“The future of ESL teaching in Malaysia is bright, with AI set to make classrooms more personalised, engaging and efficient. AI won’t just improve language skills; it will change how students think and learn.
“For teachers, this marks the beginning of an exciting new chapter.
“With AI handling some of the more time-consuming tasks, educators will have more time to focus on what truly matters: inspiring their students, fostering creativity, and building meaningful connections,” she said.A valuable complementWith AI becoming a valuable asset in education, classrooms are beginning to embrace it to enhance both teaching and learning experiences. My English language teachers often use AI-powered tools to give instant feedback on grammar and writing, enabling efficient marking and recording of classwork.
Besides this, they use AI to create interactive quizzes tailored to students’ weaknesses, making learning much more engaging and personalised. However, I still find traditional methods, like classroom discussions and printed materials, essential for deeper understanding. Keeping an open mindset towards AI while avoiding overreliance on it strikes a balance in fostering a healthy environment that shapes the future of education.– Navena Srie, 17
My lecturers usually use online quizzes to attract our attention. Even at university, students still prefer gamification, and Quizizz serves that purpose well. Instead of Canva or PowerPoint, some lecturers have started using Prezi and Genially, which are more interactive. Some lecturers also incorporate questions through Mentimeter and Padlet. It’s cool because I can be anonymous and give more honest responses.
As a trainee teacher, I use Blooket for gamification and ChatGPT to help generate ideas when I’m stuck. AI-powered tools reduce the burden on teachers when creating and adapting online activities. In turn, a well-rested teacher or lecturer can deliver lessons more effectively. While traditional methods are still important for face-to-face lessons and tasks, AI tools help make learning more engaging when used to complement these methods.– Tan Wei Yee, 22
Both Navena and Wei Yee are participants of the BRATs Young Journalist Programme run by The Star’s Newspaper-in-Education (Star-NiE) team.
For updates on the BRATs programme, go to facebook.com/niebrats.
