How can AI can Assist Language Teachers Defeat Literacy Challenges?

Abstract

Grounded in Vygotsky’s Sociocultural Theory, which emphasizes the role of mediated learning tools in cognitive and literacy development, this study explores how artificial intelligence (AI) can assist junior high school language teachers in addressing persistent literacy challenges among students. Despite the increasing availability of AI-based educational technologies such as grammar checkers, adaptive reading platforms, and automated feedback systems many educators struggle to maximize their potential to enhance literacy instruction. This gap reveals a need to understand how AI integration influences teachers’ pedagogical practices, confidence, and adaptability when dealing with students of varying literacy abilities. Using a qualitative descriptive research design, the study will gather data through semi-structured interviews with junior high school language teachers. Interview questions will focus on teachers’ experiences with AI tools in identifying literacy gaps, providing feedback, and modifying instructional strategies. Data will be analyzed thematically to determine patterns in teachers’ perceptions and practices. The study is expected to reveal that AI tools can act as pedagogical scaffolds, helping teachers identify students’ literacy needs more precisely and provide personalized, data-informed interventions. Additionally, findings are anticipated to show that effective AI use enhances teachers’ instructional confidence and adaptability, although some may express concerns about over-reliance on technology. The results aim to contribute to the growing body of knowledge on AI-supported literacy pedagogy, offering practical insights for teacher training and policy development in technology-integrated language education.