Artificial Intelligence in the Teaching of English Grammar

This study explores the integration of Artificial Intelligence (AI) tools in the teaching of English grammar, focusing on a sample of 3,676 students across secondary and tertiary institutions in Sierra Leone. While global trends highlight AI’s growing influence in language education, the Sierra Leonean context presents unique challenges. The study found that although AI-assisted instruction led to measurable improvements in grammar proficiency among students, the overall reception in secondary schools was notably resistant. Through surveys, classroom observations, and teacher interviews, it emerged that many secondary school educators and learners expressed skepticism toward AI tools such as grammar checkers and language-learning chatbots. Lack of infrastructure, low levels of digital literacy, apprehension about teachers being replaced by technology, and skepticism about the veracity of AI-generated feedback were among the main issues. Some educators also saw AI as a challenge to the authority of traditional pedagogy, while others pointed to the discrepancy between AI results and the national curriculum. Adoption was further hampered by students’ struggles with device access, reliable internet, and a steady power supply, especially in public schools.