Applying the artificial intelligence muse : secondary school teachers’ innovative approaches in Maltese language teaching and learning

Abstract

As artificial intelligence (AI) continues to transform education, its application in language learning offers new opportunities for personalised, adaptive and engaging instruction. This study investigates the use of generative AI in Maltese language teaching among 47 secondary school teachers working with students aged 13–16 in Malta. This study, informed by sociocultural theory and constructivist learning principles, found that generative AI fostered student engagement and supported emotional and cognitive development. The teachers reported that AI-driven personalised feedback improved students’ Maltese language proficiency by providing immediate, targeted corrections. AI-generated resources, including interactive storytelling and contextual language activities, also increased learners’ motivation and participation. Furthermore, educators highlighted AI’s capacity to identify individual learning needs, enabling differentiated instruction across varying proficiency levels. The findings demonstrate the potential of generative AI to strengthen Maltese language teaching and provide practical insights for promoting more effective, inclusive and engaging language learning experiences.