Reassessing Teaching of English Grammar in Higher Education: Faculty Needs and Pedagogical Priorities in the Generative AI Era

Abstract

The rapid integration of generative artificial intelligence (AI) writing tools has prompted renewed debate about the role of explicit English grammar instruction in higher education. While existing research has largely focused on student outcomes and technological affordances, comparatively little attention has been given to faculty perspectives on grammar pedagogy in AI-mediated writing contexts. This study addresses this gap by examining faculty perceptions of the role, relevance, and pedagogical priorities of English grammar instruction in the age of generative AI. Employing a quantitatively driven embedded mixed-methods design, the study collected data from 55 higher-education faculty members teaching English grammar and writing-related courses. Data were gathered through a self-administered survey consisting of 5 Likert-scale items and two open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through descriptive thematic analysis to provide explanatory insight into survey trends. Findings indicate that faculty perceive generative AI as reducing the teaching necessity of surface-level grammar correction while simultaneously increasing student reliance on automated feedback. Despite improvements in textual accuracy, instructors expressed concern that AI use may obscure underlying gaps in English grammatical knowledge and limit students’ metalinguistic awareness. Rather than viewing grammar instruction as obsolete, faculty reported a pedagogical shift toward AI literacy–oriented instruction, emphasizing critical evaluation of AI-generated text, reflective editing practices, and ethical engagement with AI tools. The study concludes that explicit English grammar instruction remains relevant in higher education but requires reconceptualization in AI-rich writing environments.