ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING IN SECONDARY EDUCATION IN COLOMBIA

Abstract

This article examines the impact of artificial intelligence (AI) on English language teaching in secondary education in Colombia, taking as a starting point the low level of language proficiency, especially in public institutions. To address this issue, a systematic literature review was conducted, focusing on empirical studies and systematic reviews published between 2019 and 2024 related to AI applications in educational settings. The methodology involved strict inclusion and exclusion criteria, quality assessment using the PRISMA protocol and the MMAT tool, and the selection of sources from recognized academic databases (Scielo, Dialnet, Google Scholar, and institutional repositories), as well as official documents from the Ministry of National Education. The main findings indicate that AI significantly contributes to learning personalization, immediate feedback, and expanded access to educational resources. These advantages are particularly relevant in settings with overcrowded classrooms or limited infrastructure. Notable improvements were observed in students' oral fluency, motivation, autonomy, and participation. Furthermore, digital platforms and mobile applications enable personalized and autonomous practice, even in rural areas with a shortage of certified teachers. The study concludes that incorporating AI-based tools represents an opportunity to democratize and modernize English language instruction in Colombia. However, the effectiveness of their implementation depends on strengthening technological infrastructure, training teachers, and developing ethical frameworks that ensure inclusive, safe, and sustainable use of these technologies.