THE rapid growth of artificial intelligence (AI), automation and STEM (science, technology, engineering and mathematics)-related fields has transformed nearly every aspect of life here in Borneo and around the world.
AI can now write reports, summarise articles, translate texts and even engage in conversations that appear remarkably human.
As a result, some people have begun to question the future role of English teachers.
If machines can process language so efficiently, do we still need language educators?
The answer is, and should remain, an emphatic ‘Yes!’ In fact, the rise of AI has made English teachers more important than ever.
Their role is no longer limited to simply teaching vocabulary and grammar; they are becoming guides who help learners navigate technology, develop higher-order thinking skills, communicate effectively and cultivate the uniquely human qualities that machines can never truly replicate.
Communication is still king
One reason English teachers remain essential is that communication has become one of the most valuable skills in the global economy.
Engineers, scientists, programmers and business professionals cannot simply rely on their technical expertise alone; they must collaborate across disciplines, cultures and languages to be effective.
Professionals must explain ideas clearly, persuade stakeholders, negotiate solutions and work effectively in teams.
Machines can only help learners to a certain extent.
It is English teachers who help students develop the communication skills required through speaking, writing, listening and in-depth reading activities.
In an age where information is abundant, the ability to communicate that information effectively has become not only an advantage but also a critical skill that distinguishes those who can communicate effectively in English from those who cannot.
For many AI users, there is a perception that AI-generated output can compensate for weak English skills.
This idea is deeply flawed.
AI has not reduced the need for language proficiency among learners; it has actually increased it.
Effective use of AI depends heavily on the user’s ability to formulate clear prompts, evaluate responses and recognise inaccuracies.
The difference between a useful AI-generated response and a poor one often lies in the quality of the user’s language and higher-order thinking skills.
English teachers, therefore, play a crucial role in helping learners become effective users – not merely consumers – of AI technologies.
What the research really says
Research in language learning supports this view.
In ‘Technology and the Psychology of Second Language Learners and Users’, editors Mark R. Freiermuth and Nourollah Zarrinabadi take readers on a journey that explores the positive relationship between technology, psychology and language learning, while simultaneously highlighting technology’s limitations.
More specifically, an award-winning chapter by Dr Bin Zou and his colleagues examined an AI-assisted language-learning application and found that, although it supported language development and improved learners’ attitudes, it also had notable shortcomings, including insufficient examples and inadequate support.
Indeed, students using the application stated that such technologies should never be regarded as a replacement for ‘real’ English language teachers.
The editors’ concluding chapter draws an even more significant lesson.
Freiermuth and Zarrinabadi argue that behind every successful language-learning technology stands a teacher who understands learners’ needs and carefully selects the most appropriate tools.
They remind readers that technologies come and go, but teachers remain the professionals who evaluate which technologies will provide the greatest educational benefits.
According to their conclusions, good technology never replaces good teaching; rather, good teachers determine what technologies should be used, how they should be used and when they should be used.
To summarise the editors’ message, there are ‘no magic spells’ capable of replacing English language teachers, even in the age of AI.
The human advantage
These insights are particularly important because language learning is fundamentally a human process.
While AI can generate language, it does not experience emotions, build relationships or understand cultural identities in the way humans do.
Effective English teachers move beyond surface-level language instruction by helping students develop confidence, motivation and a willingness to communicate in English.
They create supportive learning environments where students feel safe to take risks and make mistakes.
Research consistently shows that psychological factors such as anxiety, confidence and motivation significantly influence languagelearning success.
Teachers play the central role in shaping these factors, while technology merely serves as a tool. English teachers also help students develop critical literacy.
In today’s digital environment, learners are exposed to enormous amounts of information, including misinformation, bias and AIgenerated content of widely varying quality.
Students must learn to question sources, evaluate evidence, identify logical flaws and recognise persuasive techniques.
These skills have long been cultivated through language education and are becoming increasingly important in a world where AI can generate convincing – but often inaccurate – information within seconds.
Ultimately, the future is not a competition between English teachers and AI. Rather, it is a partnership in which English teachers guide learners to use technology wisely and effectively.
AI can provide feedback, practice opportunities and personalised support. However, it is teachers who provide meaning, direction, motivation and human connection.
As Freiermuth and Zarrinabadi conclude, the most successful educational outcomes occur when thoughtful teachers choose and implement technologies that genuinely benefit their students.
The technology itself is not the solution; the English teacher is.
Looking ahead
In conclusion, the rise of STEM and AI has increased rather than diminished the importance of English teachers.
They remain essential because they develop communication skills, higher-order thinking skills and learner motivation.
AI may be able to process language, but it is English teachers who help learners understand, evaluate and use language meaningfully.
In a world increasingly shaped by intelligent machines, the uniquely human contributions of English teachers have become more valuable than ever.
In the end, we ask a different question: Have you ever thought about teaching English? Dreams really do come true.
If you’re ready to accept the challenge, we have a place for you at Swinburne University of Technology Sarawak. Just drop us a note or give us a call!
• Mark R. Freiermuth is Associate Professor of MA TESOL, Swinburne University of Technology-Sarawak. He can be contacted at mfreiermuth@ swinburne.edu.my.
The views expressed here are those of the writer and do not necessarily represent the views of Sarawak Tribune.
