自计算机出现以来，在语言教学领域就有许多关于如何将二者结合起来的研究，这被称为计算机辅助语言教学（CALL）。而最近出现的大型语言模型技术在自然语言生成和理解等方面展现出的过人能力引发越来越多的关注。为了解AI在英语教学中的应用现状，本文以广东广雅中学初二年级3个班级为案例研究对象，通过问卷调查、访谈、课堂观察等方式收集数据。研究人员从现有的 CALL 实践出发，评估了其在提高语言学习效率、提高学习者动机和促进个性化学习路径方面的有效性。研究发现，学生主要使用电脑进行单元复习、考试复习以及阅读、听力和写作技能的练习，其中翻译和电子教科书是最常用的功能。 学生们普遍接受在学习中使用人工智能和CALL工具，大多数人认为人工智能可以提高他们学习英语的兴趣，但也有人表示它容易导致分心。受访教师认为AI能增强教学效果，特别是在提供即时反馈和丰富的课程材料方面，但也担心如何能确保有效使用和避免学生分心。教师还希望人工智能进一步发展，实现更加个性化和自主的教学。

Since the advent of computers, there have been many explorations and attempts to combine language teaching with computer technologies, which is known as computer-assisted language learning (CALL). And the recent emergence of large language model (LLM) technology has triggered more and more attention for its superior ability in natural language generation and understanding. For the purpose of understanding the current status of the adoption of Artificial Intelligence (AI) in English language teaching, this paper took three classes of 8th grade from Guangdong Guangya High School as the case study target, and collected data through questionnaires, interview, and classroom observations. Starting from the existing CALL practices, the researcher assessed their effectiveness in enhancing language learning efficiency, increasing learner motivation, and facilitating personalized learning pathways. The study finds that students mainly use computers for unit review, exam revision, and practicing reading, listening and writing skills, with translation and e-textbooks being the most frequently used features. Students are generally accepting of using AI and CALL tools in learning, with the majority believing AI can increase their interest in learning English, although some are concerned about potential distraction. The interviewed teacher recognizes the potential of AI to enhance teaching, especially for providing immediate feedback and rich course materials, but concerns challenges in ensuring effective use and avoiding distraction. The teacher also desires advances in AI to enable more personalized and autonomous teaching assistance.