Abstract
This study
investigates the factors hindering the use of Artificial Intelligence in
teaching English within Katsina Metropolis. English is the official language in
Nigeria and it serves as the language of instruction in Nigerian schools, the
country being a former colony of England. Therefore, there is the need for
teachers of English to update their teaching pedagogy and adopt latest
technological advancement in relation to English Language Teaching (ELT). The
research explores the challenges and opportunities of integrating AI in
language education, focusing on teachers' attitudes, knowledge, skills, as well
as institutional and infrastructural factors. The study adopts an electic
approach, combining interviews and questionnaires to gather data from teachers.
The findings reveal that lack of training and institutional support constitutes
one of the most significant barriers to the adoption of AI in English language
classrooms. Most teachers reported that they had not received any formal
training on how to use AI tools for instructional purposes, and schools hardly
organise workshops or professional development programmes related to
educational technologies. The research findings provide insights into the
barriers to AI adoption in English Language Teaching (ELT). The results have
implications for enhancing teacher training, improving infrastructure, and
promoting the effective use of AI in language education.
Keywords: English Language Teaching (ELT), Artificial Intelligence (AI), Hindrances, Integration and Teacher Training
DOI: 10.36349/alqajolls.2026.v01i02.027
author/Abubakar Darda'u
journal/AL-QALAM JLLS 1(2) | June 2026
