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VOL. 12, ISSUE 3 (2026)
Empowering primary english language teaching with AI: A case study on integrating digital technologies in a demonstration lesson
Authors
Zhong Yongfei, Ch’ng Lay Kee
Abstract
The integration of Artificial Intelligence
(AI) and digital technologies into language education has garnered considerable
attention, yet practical, classroom-based evidence of its pedagogical
application remains sparse, particularly at the primary school level. This
qualitative case study investigates how a primary English teacher purposefully
embedded 12 distinct AI and digital technology applications into a 30-minute
demonstration lesson on the Yilin Edition Grade 4 Unit 6 Jobs (Lead-in &
Cartoon time). Data were collected through classroom observation, teacher's
reflective notes, and post-lesson feedback from peers. Through thematic
analysis, the study identified four core pedagogical strategies for AI
integration: (1) leveraging AI-generated materials for contextualized knowledge
activation, (2) using digital visualization to reduce extraneous cognitive
load, (3) deploying structured frameworks and virtual avatars as learning
scaffolds, and (4) employing dynamic multimedia to foster emotional engagement.
The findings illuminate how the teacher's role shifts from a knowledge
transmitter to a learning process manager in a technology-rich environment.
This study provides practical, evidence-based insights for frontline teachers
and contributes to the literature on human-AI synergy in language education.
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Pages:31-36
How to cite this article:
Zhong Yongfei, Ch’ng Lay Kee "Empowering primary english language teaching with AI: A case study on integrating digital technologies in a demonstration lesson". International Journal of Humanities and Social Science Research, Vol 12, Issue 3, 2026, Pages 31-36
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