| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: In an increasingly globalized and linguistically diverse world, English Language Teaching (ELT) must evolve to address the needs of all learners, including those from marginalized, multilingual, and neurodiverse backgrounds. The integration of Generative Artificial Intelligence (AI) into language pedagogy marks a significant paradigm shift toward inclusivity, personalization, and accessibility. This paper explores how generative AI technologies such as ChatGPT, Grammarly, ELSA Speak, and other adaptive platforms can support inclusive ELT practices by aligning with frameworks like Universal Design for Learning (UDL), translanguaging pedagogy, and culturally responsive teaching. This paper highlights how AI tools are democratizing English education, especially in resource-constrained environments. However, the paper also critically examines the ethical and pedagogical challenges associated with AI, including algorithmic bias, overreliance, privacy concerns, and the digital divide. By addressing both the affordances and limitations of generative AI, this study underscores the importance of thoughtful integration strategies grounded in equity and learner empowerment. The research ultimately advocates for a hybrid model of AI-enhanced pedagogy that preserves the irreplaceable role of human teachers while embracing the transformative potential of AI. The findings aim to contribute to ongoing discussions around sustainable, ethical, and inclusive practices in 21st-century English language education.
Keywords: Generative AI, Inclusive Education, English Language Teaching, UDL, Multilingual Learners, Educational Technology, ChatGPT
Article Info: Received: 14 Sep 2025, Received in revised form: 11 Oct 2025, Accepted: 16 Oct 2025, Available online: 19 Oct 2025
DOI: 10.22161/ijtle.4.5.7
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