Abstract
The paper aims to demarcate the impact and take exception of AI-Assisted Cognitive aspect as a pedagogical tool for teaching English noun aspect in the context of Nigerian ESL classroom. Specifically, the study proposes to investigate whether AI-integrated training may boost learners’ knowledge and engagement compared to typical grammar teaching methodologies. The research was prompted by the rising usage of AI in education and the need to address the limits of conventional grammar instruction in Nigerian ESL situations. A four-week quasi-experimental design was created, enrolling Senior Secondary School students from four selected secondary schools in Gwale local government. The students were categorized into an experimental group (n=60), which received instruction using AI-assisted cognitive grammar, and a control group (n=61), which was taught using traditional methodologies. The study was anchored by Krashen’s Input Hypothesis, Cognitive Grammar Theory, and the TPACK framework. Data were acquired using pre-tests, post-tests, and perception-based questionnaires, then analyzed using SPSS utilising independent and paired t-tests. Findings indicated a statistically significant improvement in the post-test scores of the experimental group (p < 0.05), suggesting the efficacy of AI-assisted cognitive grammar in enhancing students’ understanding of noun classes. Additionally, questionnaire responses demonstrated enhanced confidence, interest, and participation among students in the experimental group. The study reveals that AI-supported training presents a possible alternative to current strategies in ESL grammar instruction, promoting both cognitive improvement and student motivation.
Keywords: Artificial Intelligence (AI) in
Education, AI-Assisted Grammar Instruction, English as a Second Language (ESL),
Grammar Pedagogy
DOI: 10.36349/sojolics.2026.v02i01.003
author/Muhammad, B. Y., & Rasheed, A. K.
journal/Sokoto JOLICS 2(1) | June 2026 |
