AI in Language Learning

This section of AI and Language Learners aims to provide educators with recent research articles based on classroom practices and systematic reviews of the recent empirical AI-powered studies to help them:

• • • Understand the proven benefits and limitations of AI applications in language learning environments. 

    • Use research to establish credibility when collaborating with schools, ministries, or academic institutions.

    • Align your AI-powered language tools with evidence-based learning theories .

Alharbi, W. (2023). AI in the foreign language classroom: A pedagogical overview of automated writing assistance tools. Education Research International, 2023(1), 4253331. https://onlinelibrary.wiley.com/doi/epdf/10.1155/2023/4253331 

Summary:

• This systematic review examines 104 research papers  published between 2017 and 2022 on the use of AI-powered tools, such as Grammarly and Google Translate, in foreign language classrooms.

• The study explores how these tools support Automated writing evaluation, Automated writing corrective feedback, AI-enabled machine translation, and Automatic text generation.

• It also considers challenges related to accuracy, overreliance, and the necessity of teacher guidance in integrating AI effectively.

• Findings indicate that AI tools can enhance writing quality and foster independent learning when used strategically.

• The research emphasizes the importance of balancing AI assistance with pedagogical oversight to maximize benefits for both teachers and learners, such as AI feedback - Peer feedback - Teacher feedback, or leaving Teacher's feedback for the higher-order writing issues.

Cited by 394 (Source: Google Scholar)

* This summary was developed using ChatGPT (GPT-5).  Final content curated and edited by Anabell Rodriguez.

Mollick, E., & Mollick, L. (2023). Assigning AI: Seven approaches for students, with prompts. The Wharton School Research Paper. https://arxiv.org/pdf/2306.10052 

Summary:

• This research discusses the pedagogical benefits and risks of seven approaches for utilizing AI in classrooms: AI-tutor, AI-coach, AI-mentor, AI-teammate, AI-tool, AI simulator, and AI-student.

• The reader will find sample prompts for every AI use case. However, the authors encourage educators to experiment by building their own prompts.

• The authors concluded that, as AI integration in the classrooms caters to student independent learning needs, educators should re-visit their teaching practices to create an active learning environment encouraging peer collaboration, class discussions, and more. 

• The use of AI tools should support student thinking instead of replacing it. Therefore, students should  remain the "human in the loop" overseeing AI outputs with a critical mind. 

Cited by 205 (Source: Google Scholar)

* This summary was developed using ChatGPT (GPT-5).  Final content curated and edited by Anabell Rodriguez.

López-Minotta, K.L., Chiappe, A. & Mella-Norambuena, J. (2025). Implementation of Artificial Intelligence to Improve English Oral Expression. Multidisciplinary Journal of Educational Research, 15 (1), pp. 43-71. http://dx.doi.org/10.17583/remie.16188 

Summary:

• An exploratory research study investigated the integration of Generative AI (GenAI) tools, such as ChatGPT, Gemini, and Copilot, into English language teaching and learning in 40 fifth-grade primary school students .

• Grounded in Vygotsky's Zone of Proximal Development (ZPD), the study specifically explored how GenAI tools influence teaching efficiency, student engagement, personalized learning, and writing skills.

• The findings affirm a positive impact of GenAI tools on teaching efficiency, student engagement, and writing skills.

• The research highlights the potential of GenAI to create a more intelligent and personalized learning environment for English language education, benefiting both educators and learners.

Cited by 5 (Source: Google Scholar)

* This summary was developed using Summary AI Article Summarizer.  Final content curated and edited by Anabell Rodriguez.

Carrera Nuñez, A.A., Carrera Nuñez, M.S., Zambrano Pachay, J.F., & Carrera Bosquez, A.M. (2025). Using ChatGPT voice to improve speaking skills in English language learners. Ciencia Latina Revista Científica Multidisciplinar. https://ciencialatina.org/index.php/cienciala/article/view/16390/23425  

Summary:

• This study examined the impact of ChatGPT Voice on improving speaking skills among Forty-nine Ecuadorian English as a Foreign Language (EFL) learners in their third-year high school in three weeks of AI-driven speaking practice.

• Researchers implemented a quasi-experimental design with pre- and post-tests (assessed via Speechace), four parameters were analyzed: pronunciation, fluency, vocabulary, and grammar.

• The findings indicate that ChatGPT Voice reduces language anxiety by offering a non-judgmental practice environment.

• Future  studies  should  extend  the duration, diversify participant demographics, and incorporate qualitative insights to explore long-term retention and cultural applicability of AI tools in EFL contexts.

Cited by 3 (Source: Google Scholar)

* This summary was developed using Summary AI Article Summarizer.  Final content curated and edited by Anabell Rodriguez.

Ghimire, P. R., Neupane, B. P., & Dahal, N. (2024). Generative AI and AI tools in English language teaching and learning: An exploratory research. English Language Teaching Perspectives, 9(1-2), 30-40. https://nepjol.info/index.php/eltp/article/view/68716 

Summary:

• An exploratory research study investigates the integration of Generative AI (GenAI) tools, such as ChatGPT, Gemini, and Copilot, into English language teaching and learning.

• Grounded in Vygotsky's Zone of Proximal Development (ZPD), the study specifically explored how GenAI tools influence teaching efficiency, student engagement, personalized learning, and writing skills.

• The findings affirm a positive impact of GenAI tools on teaching efficiency, student engagement, and writing skills.

• The research highlights the potential of GenAI to create a more intelligent and personalized learning environment for English language education, benefiting both educators and learners.

Cited by 15 (Source: Google Scholar)

* This summary was developed using Summary AI Article Summarizer.  Final content curated and edited by Anabell Rodriguez.