Artificial Intelligence (AI) has introduced new opportunities for innovation in English Language Education.

However, Task-Based Learning (TBL) remains as a widely known pedagogical approach that promotes

lecturers. It is expected that AI tools will improve students’ fluency and motivation while also presenting

potential concerns related to over-reliance and ethical use. The findings are expected to offer helpful feedback

to educators, curriculum designers, and institutions regarding the effective and balanced integration of AI

within task-based English education.

technology

English Language education is now undergoing a significant transformation with the integration of technology.

With all new and advance technologies for more effective learning outcomes, traditional approach is now not

enough to stand alone in education line. The rapid development of Artificial Intelligence (AI) tools such as

2019; Huang et al., 2022).

This concept paper is to investigate the AI tools into task-based learning in English Education, focusing on its

opportunities and challenges. To be more specified, three research objectives are to study the impact of AI-

assisted tasks on students’ language proficiency, to explore students’ perceptions of AI use within Task-Based

Learning contexts, and to identify the challenges encountered by both students and lecturers in blending AI

tools with Task-Based Learning.

A formative assessment is called as a task-based approach as it requires lecturers to pay attention to the process

of the task as well as the progress of the lessons (Bachman, 2002; Norris et al., 1998). For this concept paper, it

is designed to be a mixed method that combines assessments, questionnaires and interview. The participants

Task-Based Learning (TBL) is a popular approach that frames instruction based on real-world tasks. It is a

contemporary approach which attracts a numerous deal of study over the past decades. Task-Based Learning is

commonly applied in the SLA sense in the language learning field. In recent decades or so, task-based learning

has evolved to a high level in English teaching (Willis & Willis, 2007). Long (1985) defined the task as work is

done freely or for some benefit for oneself and others.

TBL’s achievements are because of its notable benefits. In this context, Willis (1996) states that TBL provides

language students four key factors for language acquisition, specifically visibility, application of the language,

motivation, and readiness. For Willis, TBL allows learners to interact with the target language via listening,

training of educators (Willis, 1996).

Major reviews and reports argue that AI can offer adaptive instruction and give personalized learning pathway

which may lead the let the lecturers free from extra workload. However, how AI supports the learning goals is

more important rather than the technology itself.

With the big impacts for educational theory and practice, the application of AI technologies in language

learning environment, especially English Language is a rapidly emerging field. By describing how intelligent

systems can enhance individualized learning and satisfy the needs of a diverse range of learners, Luckin and

Holmes (2016) present a compelling case for artificial intelligence (AI) in education. Their analysis indicates

that artificial intelligence (AI) technologies can provide scalable, responsive, and adaptive solutions to

and learner needs, unlike technology-driven implementation strategies.

The use of AI has been proven to be widely useful in many fields especially academically. The integration of

AI in classrooms has helped students and educators around the world to achieve many possibilities including

making a more informed decision (University of Illinois, 2024). In recent years, when it comes to education,

88% students are reported to have integrated the use of AI in their assignments and tasks (Digital Education

Council, 2024) which helps to reshape the learning environment.

Based on the study conducted by Khairun(2025) that aims to investigate the impact of AI on EFL learners, the

We cannot deny that technologies slowly taking over the world, from the smallest thing to the big things like

education. Merging AI tools with the traditional learning approach might promise a bright and clear future for

todays generation where the students can learn both technology and real-world task. However, there will

The merging of AI tools and TBL offers new possibilities to improve English education as we are well aware

that AI tools can provide immediate feedback, as well as can reduce lecturer’s workload in monitoring large

balancing the advantages of AI with the principles of TBL to ensure meaningful and sustainable learning

outcomes.

Richter et al., 2019), others raise concerns about its implications for academic integrity, critical thinking, and

learner independence (Holmes et al., 2022). Furthermore, teachers often lack the training to incorporate AI

effectively within communicative, student-centred activities (Huang et al., 2022). This gap highlights the need

for research exploring both the opportunities and challenges of blending AI tools with TBL in English

education.

Firstly, all praise to Allah because He is the greatest and the most powerful. With His will, I managed to

complete my responsibilities.

I would like to express my gratitude to my teammates for their endless support. Without their input and ideas,

1. Bachman, L. (2002). Some reflections on task-based language performance assessment. Language Testing,

19(4), 453-476.

2. Digital Education Council. (2024, August 7). What students want: Key results from DEC global AI student

survey 2024. https://www.digitaleducationcouncil.com/post/what-students-want-key-results-from-dec-

global-ai-student-survey-2024

3. Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications

for teaching and learning. Center for Curriculum Redesign.

Clevedon: Multilingual Matters

7. Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education.

https://discovery.ucl.ac.uk/id/eprint/1475756/

8. Nissa, Khairun & Mardiah, Henny & Novita, Srikandi. (2025). Using Artificial Intelligence in Task-Based

11. Willis, D. & Willis, J. (2009). Task-based language teaching: Some questions and answers. The Language

Teacher, 33(3), 3-8. https://jalt-publications.org/tlt/articles/562-special-issue-task-based-learning-

somequestions-and-answers

12. Xiaojing Huang, Yanyan Wu, Anqi Dou. AI-Enhanced Task-Based Language Teaching: Fostering

Personalized College English Learning. Frontiers in Educational Research (2024) Vol. 7, Issue 10: 204-

209. https://doi.org/10.25236/FER.2024.071033.

13. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on

artificial intelligence applications in higher education – Where are the educators? International Journal of

Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-

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Edition, arrange them in alphabetical order