The New Paradigm of Teaching English to Children: What Really Works in 2026?

This study was conducted through an online survey of 133 Novakid online English teachers from different parts of the world. The survey included 13 questions related to teaching English to children online, covering topics such as course duration, the use of artificial intelligence, and the value of group classes. 

The results will be presented in three sections for better understanding and will cover the following points: times and formats, traditional models versus new models, and the influence of technology and the AI factor.

For years, the effectiveness of a program was measured almost exclusively by the number of hours a child spent in front of a book. However, in the current context, stimulus overload and new family dynamics have forced experts to ask themselves: Is time the most important metric, or is it the quality of the format that really accelerates fluency?

Timing Success – How Long Does it Take for a Child to Learn English?

One of the main points of friction between parents and teachers revolves around the time children need to master English. When asked, “Can a child speak English fluently in just three months?”, 89.4% of the teachers surveyed said that, although children can acquire a solid foundation and confidence in that period, it takes longer to speak fluently. This data puts into perspective the educational task of managing expectations held by parents.

“In three months of learning English, a child can make remarkable progress, but it is important to have realistic expectations. Most children can learn basic vocabulary, phrases, and begin to form sentences. They can gain confidence in talking about familiar topics and following instructions. However, fluency and grammar usually take longer, so parents should focus on steady improvement, confidence, and enjoyment of the process, rather than expecting rapid mastery,” says Ali Sullivan, English teacher at Novakid.

Of course, the amount of time spent learning English has a big influence. Our experts have also given their opinion on this. When we asked them, “How much time should a child study to start speaking English?”, 53.4% of them said that three or four lessons per week is the ideal amount of time for a child to learn English, while 33.1% of the teachers surveyed believe that children need to study English every day. Interestingly, only 3.8% of teachers responded that a child should study once or twice a week to start speaking English. 

Traditionally, language learning has been characterised by a linear progression. Teaching English was perceived as a mountain of grammar rules, vocabulary lists, and homework assignments that had to be tackled little by little. It was assumed that without a formal course structure and a constant workload, progress was impossible. However, the current landscape is forcing a reassessment of these pillars. Many methods have attempted to be completely disruptive by abandoning any semblance of structure or order. Meanwhile, others are opting for a mixed model that combines the structure of more traditional models with the greater flexibility of new approaches.

Is Homework Effective When Learning English?

The usefulness of homework is probably one of the most contentious issues in education today. However, despite growing criticism, the academic sector remains firm in its stance. According to our study, only 9% of teachers believe that children can completely do without homework in their learning process. This data suggests that, for professionals, independent practice remains an indispensable reinforcement for consolidating what has been learned in class.

Self-learning vs. Structured Model

This need for structure leads us to reflect on the rise of organic learning. In an era of digital resource overload, many students try to chart their own path through self-directed learning. But is this really effective? Recent research suggests that autonomy alone is not enough. A 2023 study published in Frontiers in Psychology and indexed by the National Institutes of Health found that while self-directed learning skills positively influence online engagement, their impact depends heavily on students’ information literacy and the presence of guidance or structured support. Without these elements, the abundance of digital resources does not necessarily translate into deeper or more effective learning outcomes.

Our experts also express moderate but cautious optimism:

• When asked whether a child can learn English without a formal course, 68.4% of respondents believe that it is possible to achieve a basic level, although they emphasise that a structured program is still necessary to progress.
• Skepticism increases when we talk about free resources: only 18.8% of teachers believe that effective learning is possible using only free resources. The conclusion is clear: technology facilitates access, but it does not replace content curation and professional support. Teachers can detect progress and encourage it: “A child’s true progress is shown when they are confident in following instructions in English. This means that their listening skills have sharpened. Then, when they are able to remember the words they have learned in class and use them independently in an appropriate context. This part is the most exciting to witness! I think the child is also excited to say the words they have learned!” says Rogen Garcia, a teacher at Novakid.

The study also addresses one of the most widespread myths: the possibility of learning “without grammar.” Here, teachers close ranks around structure: 59.4% maintain that grammar can only be partially ignored, while 31.6% are more emphatic, stating that it is impossible to master the language without a solid grammatical foundation.

Taken together, this data paints a picture where, although new forms of contact with the language are accepted, rigor, structure, and expert guidance remain the immovable pillars for professionals in the sector.

Technology has been shaping education over the last few decades, bringing about gradual changes and adapting teaching to the new reality. However, the emergence of artificial intelligence has not been like that of other technologies. It has been a real revolution in the way we teach and learn. AI can “act as a teacher” by offering resources and evaluating, and it can “act as a student” by directly completing tasks assigned by teachers.

This new reality has clashed head-on with the more traditional model of teaching and has opened an important debate about the ethics of using artificial intelligence to perform tasks and the role of teachers in the face of a technology that threatens to replace them.

However, according to the data obtained in our study, teachers not only do not fear artificial intelligence, but see it as an ally that will enhance English language teaching. Thus, when asked about the use of AI in education, more than half of the teachers surveyed, 51.1%, believe that this technology “expands the way we learn and creates new opportunities.” In fact, “only” 32.1% of those surveyed rated the use of AI in education negatively. This shows that, for teachers, if used properly, artificial intelligence can have a positive impact on English language teaching.

Artificial Intelligence and Homework – An Ethical Debate

The use of artificial intelligence to do homework has been a headache for many teachers. The emergence of this technology has forced teachers to squeeze their creativity and find ways to combine homework with the use of AI tools by students. It is precisely the ability to offer alternatives that can be combined with the use of AI that reassures teachers. This means that only 15.8% of the teachers surveyed consider doing homework with artificial intelligence to be cheating. Most teachers approve of the use of AI as an aid to help students do their homework.

This is largely connected to the results of the following question. Among the teachers surveyed, there is still a sense of control over this technology, which increases the feeling that they can regulate the negative effects that the use of artificial intelligence can have on children’s learning. Thus, 68.9% of those surveyed believe that it is easy to tell if a task has been done with artificial intelligence:

“Yes, I can usually tell when a child has used AI tools to do their homework. Some signs are that they use words or phrases they wouldn’t normally use, sometimes even phrases they don’t fully understand. Other times, the way they speak in class is very different from the style or level they showed in their homework. These differences between what they wrote and how they actually speak are usually the clearest signs,” says Ali Sullivan, an English teacher at Novakid.

The study conducted by Novakid,, reveals important conclusions about how teachers view the new paradigm of English language learning for children.

The data extracted allows us to conclude that, although we are facing a new reality in language teaching, driven by the emergence of new technologies such as artificial intelligence and the emergence of new methods that seek to break the traditional teaching models, the position of teachers is cautious and moderate.

Thus, the results of the study show that, although there is a more flexible perspective on how English can be learned, most teachers still advocate the use of homework, grammar teaching, and structured courses to deepen English learning. In addition, they recognise the limitations of free tools for mastering the language beyond the basics.

When it comes to the use of artificial intelligence in education, most teachers embrace this new tool as an ally to improve English learning among young children and a useful resource to help them with their homework. In addition, most teachers take a position in the ethical debate on the use of artificial intelligence when doing homework, considering that it is not cheating. Regarding their confidence in the emergence of artificial intelligence, English teachers are optimistic, both in terms of controlling the use of artificial intelligence, as the vast majority consider themselves capable of detecting whether a task has been done with an AI tool, and in terms of the possibility that artificial intelligence could replace teachers in the future.

The study also establishes the times and formats that teachers consider ideal for students to master English. The results obtained allow us to conclude that the ideal time students should spend learning English is three to four times a week for 20 to 30 minutes per session. In addition, teachers’ favourite class format for students to deepen their language learning is individual classes, rather than group classes.

English language learning is constantly evolving. While learning methods may vary, teachers remain essential in helping young children master the language. Explore our blog to discover more ways to make English learning effective! Ready to see these methods in action? Book a trial lesson at Novakid today and start your child’s journey.