Pedagogical agency in the age of algorithms: transforming English teaching practices with artificial intelligence
B. V. Penkov1, O. A. Golyakova2, E. G. Slipenko2, L. I. Agafonova2
1Secondary School No. 3 named after the Hero of the Soviet Union A. G. Dudkin, Fryazino, Russia
2Herzen State Pedagogical University of Russia, Saint Petersburg, Russia
Keywords: algorithmic literacy, artificial intelligence (AI), digital didactics, English language teaching methods, mixed methods, pedagogical agency, personalized learning, subjects of the educational process, transformation of pedagogical practices
Abstract
Introduction. The article explores the transformative potential of artificial intelligence in teaching modern languages, focusing on reconsidering pedagogical practices under the digital turn and analyzing conditions for integrating algorithmic systems into English language teaching. The research addresses the changing role of faculty amid educational algorithmization. The purpose is to empirically interpret subjective positions of teachers and students regarding generative and analytical AI tools implementation, and to identify transformation vectors of methodological reality in K-12 education. Methodology. The study employs mixed methods, combining quantitative and qualitative analysis of online survey data from Russian school teachers101. The methodological framework synthesizes pedagogy, didactics, and digital transformation theory, examining the issue at the intersection of teaching methods and technological determinism. Discussion. The results of the study showed that a quantitative-qualitative analysis revealed an ambivalent perception of AI: respondents were ready to incorporate algorithmic solutions, which correlated with the request for intensified learning, but there was a lack of methodological reflection on the didactic potential of AI. AI integration catalyzes reconsidering the traditional didactic triad of Teacher - Student-Educational Material, as technologies become active mediators requiring redefinition of pedagogical agency boundaries. Respondents associate intelligent systems with increased language acquisition efficiency and personalized trajectories, indicating a shift toward subject-oriented paradigm. Conclusion. The study confirms transformation of methodological landscape under AI influence, marking a shift from discrete digital tool use toward developing didactic ethics and transforming teacher competencies. Research prospects involve developing adaptive methods preserving pedagogical agency within algorithmic educational environments.
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