Examining the Association between Meta AI Use and English Language Pedagogy among Teachers and Students in North-Eastern Nigeria: A Convergent Mixed-Methods Study

This study examined the association between Meta AI and English language pedagogy in selected

institutions in North-Eastern Nigeria. The study was anchored on the Technology Acceptance Model,

Constructivist Learning Theory, Second Language Acquisition Theory and Activity Theory to explain

technology adoption, learner-centred instruction, language acquisition processes and socio-technical

dynamics of AI integration. A convergent parallel mixed-methods design was employed. A minimum

sample size of 343 participants, determined using the Taro Yamane formula, was increased to 360 to

accommodate possible non-response. The quantitative sample comprised 55 English language lecturers,

85 teachers, and 220 undergraduate students selected through multistage sampling. Qualitative data

were obtained through semi-structured interviews with 12 purposively selected participants comprising

four English language lecturers, four English language teachers, and four undergraduate students. Data

were collected using a structured questionnaire and a semi-structured interview guide. The validity of

the instruments was established through expert review, while reliability was confirmed using Cronbach's

alpha coefficients of 0.81. Quantitative data were analysed using descriptive statistics and Chi-square

analysis, while qualitative data were analysed thematically. Findings revealed significant positive

associations between Meta AI use and respondents' perceptions of writing proficiency, vocabulary

acquisition, learner motivation, pedagogical practices, and learner engagement (χ² = 42.63, p < .05).

Qualitative findings corroborated these results, highlighting improved personalized learning, immediate

feedback, learner autonomy, and classroom interaction, alongside challenges such as poor internet

connectivity, inadequate teacher training, and overreliance on AI tools. The study concludes that Meta

AI is significantly associated with improved English language pedagogy and recommends strengthened

digital infrastructure, teacher training, and policy frameworks for responsible AI integration.