Harnessing Artificial Intelligence in English Language Learning: An Analysis of Pashtoon Learners’ Perspectives

Abstract

This study explores the role and reception of Artificial Intelligence (AI) tools in English language learning among Pashtoon students studying in Government Higher Secondary Schools in District Mardan, Pakistan. Despite the growing global integration of AI in education through tools, there remains a significant gap in access and utilization among marginalized student populations in rural Pakistan. Using a qualitative design, data were collected through semi-structured interviews with 400 1st and 2nd year students. Thematic analysis revealed four major findings: widespread unawareness of AI tools, reliance on traditional teacher-centered methods, multiple socio-economic and technological barriers to access, and conditional willingness to engage with AI if proper support is provided. The results highlight a digital divide, further complicated by gender disparities, infrastructural deficits, and lack of teacher training. However, students’ expressed interest in AI tools, when introduced properly, presents an opportunity for inclusive and transformative educational reforms. This study addresses a critical research gap and calls for targeted policy measures to integrate AI-driven learning in underserved regions of Pakistan.