Abstract

The rapid advancement of artificial intelligence (AI) technologies has opened new avenues for pedagogical innovation in secondary English language education. Grounded in constructivist learning theory, this empirical investigation examines AI-enhanced instructional methodologies designed to address persistent challenges in current teaching practices, including vocabulary acquisition in decontextualized environments, the form-function dichotomy in grammar instruction, and superficial text analysis approaches. The study contributes both conceptual frameworks and actionable implementation models for meaningful AI integration in English language teaching, offering valuable insights for the digital transformation of educational practices.

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