It Takes Two to Tango: A Longitudinal Mixed-Methods Investigation of Human-AI Co-Adaptation Across Iterative Dialogues

This study investigates the effectiveness of AI-based and teacher-based explicit correction on grammatical accuracy and learner autonomy among Arabian EFL learners at the university level. A total of 75 students were initially selected, but following a proficiency test, 54 homogenized EFL learners in terms of general English knowledge were divided into three groups: AI-based explicit correction (via ChatGPT), teacher-based explicit correction, and a control group with no feedback on grammar. The study employed a pretest-posttest design with grammar tests and an autonomy questionnaire administered before and after the intervention. Participants in both experimental groups were provided feedback on grammatical points like conditional type one, conditional type two, and active/passive voice through either AI tools or direct teacher feedback, while the control group received no feedback on the grammatical errors produced in writing texts. Results from the Kruskal-Wallis and ANOVA tests indicated that AI-based corrective feedback significantly improved both grammatical accuracy and learner autonomy compared to teacher-based feedback and the control group. These findings emphasize the potential of AI as an effective tool for enhancing language learning outcomes. The significance of the current study goes back to the role of AI and how it can play an influential role in both improving students'grammar and assisting them to become more independent and self-directed learners, which is an increasingly important skill in today's world. The implications for pedagogy and future research in technology-enhanced language learning are also discussed.

Generative AI (GenAI) tools such as ChatGPT, Gemini and Copilot have created concerns in academia, particularly after the launch of ChatGPT. GenAI and AI have been the buzz words and academics are discussing about the possibilities of its positive and negative impacts on educations and research. Recently, studies have been conducted on the influence of GenAI tools in education and research. With the above concerns and the impact of GenAI, grounded on Vygotsky's Zone of Proximal Development (ZPD) as a theoretical lens, this study explores how English language teachers integrate GenAI tools to enhance teaching and learning. Particularly, this study explores the integration of GenAI tools in English language teaching and learning, focusing on teaching efficiency, student engagement, personalized learning, and writing skills, subscribing to exploratory research methods grounded on semi-structured interviews. The findings of the study affirmed the positive impact of GenAI tools on teaching efficiency, students’ engagement, and writing skills. The results indicated that GenAI positively influences teaching efficiency and student engagement in learning. The implications of this research highlighted the potential of GenAI tools to create a more intelligent and personalized learning environment for English language teaching that benefits both educators and learners.

This study examines the impact of AI-powered writing tools on the writing proficiency, linguistic autonomy, and perceptions of authorship among ESL learners in a Pakistani university context. A total of 150 participants were divided into experimental and control groups, with the experimental group using Grammarly and ChatGPT during writing tasks over six weeks. Writing proficiency was assessed through IELTS-based pre- and post-tests, while linguistic autonomy and authorship perception were evaluated using validated Likert-scale surveys. Results indicated that AI-assisted learners showed statistically significant gains in writing proficiency, especially in coherence, lexical resource, and grammatical accuracy. However, a decline in self-reported linguistic autonomy was observed, suggesting increased dependency on AI feedback. The study concludes that AI tools can enhance writing outcomes but may pose challenges to learner independence and identity. Recommendations include integrating AI literacy and ethical training into ESL pedagogy.

As AI systems become more integrated into society, the relationship between humans and AI is shifting from simple automation to co-creative collaboration. This evolution is particularly important in education, where human intuition and imagination can combine with AI’s computational power to enable innovative forms of learning and teaching. This study is grounded in the #ppAI6 model, a framework that describes six levels of creative engagement with AI in educational contexts, ranging from passive consumption to active, participatory co-creation of knowledge. The model highlights progression from initial interactions with AI tools to transformative educational experiences that involve deep collaboration between humans and AI. In this study, we explore how educators and learners can engage in deeper, more transformative interactions with AI technologies. The #ppAI6 model categorizes these levels of engagement as follows: level 1 involves passive consumption of AI-generated content, while level 6 represents expansive, participatory co-creation of knowledge. This model provides a lens through which we investigate how educational tools and practices can move beyond basic interactions to foster higher-order creativity. We conducted a systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting the levels of creative engagement with AI tools in education. This review synthesizes existing literature on various levels of engagement, such as interactive consumption through Intelligent Tutoring Systems (ITS), and shifts focus to the exploration and design of higher-order forms of creative engagement. The findings highlight varied levels of engagement across both learners and educators. For learners, a total of four studies were found at level 2 (interactive consumption). Two studies were found that looked at level 3 (individual content creation). Four studies focused on collaborative content creation at level 4. No studies were observed at level 5, and only one study was found at level 6. These findings show a lack of development in AI tools for more creative involvement. For teachers, AI tools mainly support levels two and three, facilitating personalized content creation and performance analysis with limited examples of higher-level creative engagement and indicating areas for improvement in supportive collaborative teaching practices. The review found that two studies focused on level 2 (interactive consumption) for teachers. In addition, four studies were identified at level 3 (individual content creation). Only one study was found at level 5 (participatory co-creation), and no studies were found at level 6. In practical terms, the review suggests that educators need professional development focused on building AI literacy, enabling them to recognize and leverage the different levels of creative engagement that AI tools offer.

Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students’ quality writing, its impact on grammatical accuracy in L2 students’ writing remains a debated topic. Thus, this study looked into the effect of CF types on L2 students’ grammatical accuracy in writing. To achieve this objective, the design of this study was quasi-experiment. During the intervention of the study three groups: two experimental groups and one control group were participated with a total of 150 students. Over the intervention of 8 weeks, the students received pretest, immediate post-test and a delayed post-test was given. The data collected through the writing tests was analyzed using one-way ANOVA and Scheffe post hoc tests. The findings indicated that although CF types have positive effects during the immediate posttest scores, they did not have any positive effect on L2 students’ grammatical accuracy in writing context in the delayed posttest scores. This implies that CF alone is not sufficient for improving the grammatical accuracy of high school students in Ethiopia. Although the CF literature discussed its importance in the language acquisition, teachers are advised to focus on students’ additional exposures in writing accuracy rather than grammatical correction in their writing classes and use longer treatment to allow language learners’ engagement with the CF types provided.

IntroductionThe use of generative AI tools in language learning has attracted increasing academic attention. However, previous reviews rarely focus on learner emotions in AI-assisted English as a Second/Foreign Language (ESL/EFL) learning, a crucial aspect for second language (L2) development. The present study addresses this gap by examining 37 relevant empirical studies, including four pieces of grey literature, focusing on the characteristics of recent research on learner emotions in AI-assisted ESL/EFL learning, the emotional variables, and the influence of AI tools on students’ emotions.MethodsThe researchers conducted a database search in Scopus, Web of Science, OpenGrey, and Google Scholar for relevant articles, following the PRISMA statement. Finally, 37 journal articles were selected in this study.ResultsA review of findings indicates that AI tools have been widely utilized in more than 10 non-English-speaking countries, encompassing various English language skills, which suggests that AI-assisted ESL/EFL learning has gained popularity in L2 learning. Both positive and negative emotions were researched, including enjoyment, anxiety, boredom, interest, and shyness, as well as the relevant emotion regulation. Additionally, AI-driven assessment is a rapidly growing research trend. AI-assisted ESL/EFL learning can trigger students’ positive emotions and improve their English skills.DiscussionThe results of this study provide a deeper understanding of the application of AI tools in ESL/EFL learning and their impact on the emotions of L2 learners in recent years. It will be useful for educators and researchers seeking to understand and evaluate AI-assisted ESL/EFL learning, as well as learners interested in using AI tools.

This chapter analyzes the incorporation of AI tools in blended language teaching, stressing their potential to boost language skill development among university students. it opens by describing blended learning and its significance in the educational field, particularly in the context of language learning. It evaluates existing research on AI applications in language learning, highlighting successful case studies and the benefits of tailored learning experiences. Furthermore, it tackles ethical considerations and obstacles related to AI adoption in educational contexts, such as data privacy and the role of teachers in leading AI-enhanced learning. Through a critical analysis of AI's impact on language pedagogy, this chapter aims to give educators and researchers insights into effective strategies for incorporating AI tools in blended learning environments, ultimately fostering improved language proficiency and engagement among pupils. The findings underline the significance of a balanced strategy that uses technology while keeping the important human elements of teaching and learning

This paper explores the role of AI-assisted strategies in enhancing Chinese language proficiency for non-native students preparing for the AP Chinese exam. By analyzing the key requirements of the AP Chinese exam, the study identifies how AI tools, such as Speechling, FluentU, and HelloChinese, can support students in improving their listening, speaking, reading, and writing skills. The paper also addresses the ethical and social implications of AI in education, focusing on data privacy, algorithmic bias, and educational equity. Key strategies for optimizing AI in language learning are discussed, alongside a comparison of different AI tools in AP exam preparation. The study emphasizes the need for a balanced approach to AI implementation in education, considering both the technological advantages and the ethical challenges. Future research directions are outlined to further explore the long-term impact and integration of AI in educational contexts.

This study investigated the impact of generative AI-assisted writing feedback, specifically using Grammarly, on English as a Foreign Language (EFL) learners’ writing proficiency, revision practices, and writing quality. Sixty postgraduate EFL students were randomly assigned to either an experimental group using Grammarly as an AI-enhanced feedback system or a control group receiving traditional instruction. Pre- and post-tests assessed overall writing proficiency, and semi-structured interviews were conducted with 25 students from the experimental group to gather qualitative data. Quantitative results indicated that the experimental group achieved significantly higher post-test scores than the control group. Additionally, positive correlations were found between the use of AI features, including generative AI, grammar, and vocabulary tools, and increased revision frequency, as well as improvements in content, organization, and cohesion. Thematic analysis of the qualitative data revealed that AI-assisted feedback promoted student engagement by reducing frustration, boosting confidence, and facilitating a greater sense of accomplishment. Participants emphasized the need to strategically integrate AI tools with traditional instruction, to foster critical thinking, and for AI tools to prioritize natural language fluency as well as to provide detailed feedback beyond basic grammar and mechanics. These results suggest that generative AI-assisted writing feedback, when used with pedagogical awareness, can effectively enhance EFL learners’ writing skills and support active participation in the writing process. The study also highlights that critical thinking skills are essential and that students should avoid overreliance on AI tools.

The emergence of generative artificial intelligence (GenAI) chatbots, such as ChatGPT, presents unique challenges and opportunities in an educational setting; however, they lack empirical evidence as teaching and learning tools. This study sought to investigate the impact of teacher-led AI-focused interventions in higher education institutions in different subject areas. Our aims were to support student engagement, explore the impact of AI tools for learning engagement and efficiency and skill development, and promote awareness of the strengths and limitations of GenAI tools in an educational context. This study was carried out with three distinct cohorts; Physiology, Initial Teacher Education, and Engineering, with year 3 and 4 undergraduate students. Each cohort received two 50 min teacher-led AI-focused interventions, including practical exercises relevant to the specific discipline. Following the interventions, students from all three cohorts received a common (optional) survey that quantitatively and qualitatively evaluated their experiences. Data from the three cohorts was pooled for analysis, with individual cohort analyses for Physiology, Initial Teacher Education, and Engineering provided. Our data indicates that teacher-led introductions to AI tools have positive effects on student engagement with peers, educators, and most notably the subject the students engage in. Students also reported very positive supportive effects with respect to learning engagement, learning efficiency, and critical thinking skills. Students found GenAI tools most useful for gathering knowledge and research purposes, while notable limitations included challenges associated with generating prompts and the accuracy of information. Students noted plagiarism as a significant ethical concern. Taken together, our data collected from diverse teaching and learning contexts support the use of teacher-led AI-focused interventions, specifically ChatGPT, in third-level education. Approaches like this are highly relevant to the university teaching of Physiology, Initial Teacher Education, and Engineering but are also more broadly applicable to third-level education in general to inform opportunities, limitations, and ethical considerations of GenAI in education.

Purpose: The advancements in digital tools, artificial intelligence, and blended learning systems have shown a significant contribution in improving language proficiency, especially in reading and writing. The purpose of the review of literature was to examine how different technological tools improve English reading and writing skills, and, also to identify the gaps and limitations in existing research on technology-assisted language learning. Design / Methodology: A systematic literature review was conducted by gathering and examining relevant studies published between 2019 and 2024. The researcher synthesized insights from both qualitative and quantitative findings. Case studies, surveys, and experimental trials on AI tools, digital storytelling, blended learning platforms, among other topics, were selected for review. Findings: The review reveals that integration of technology in language learning offers many benefits as well as new challenges such as digital inequality, ethical concerns, and the need for longitudinal studies to comprehend the long-term effects of AI and digital tools on language learning. Originality / Value: Several studies have exhibited short-term improvements in writing, reading, and speaking skills through the use of AI and digital platforms. There is a limited empirical evidence on the lasting effects of these technologies on learners' language proficiency. Paper Type: Literature Review

This paper aimed at examining the related studies on the relationship between teacher empathy and learner engagement in English as a Foreign Language (EFL) learning contexts. The positive and significant relationship between teacher empathy and learner engagement has been verified in the literature. Studies have shown the positive influence of teacher-learner rapport on learner engagement. Moreover, studies indicated that teacher empathy leads to learner self-confidence in educational contexts. The literature review has also shown that teachers’ provision of a positive environment through empathy, sympathy, and kindness can trigger learner motivation and engagement. Moreover, teachers’ empathy can reduce the stress level which, in turn, positively affects learners’ engagement level. Eventually, the pedagogical implications to engage learners and teachers in academic contexts have been provided. However, some suggestions have been offered to expand the insights over the associations between positive psychological constructs and teachers’ emotions.

This study aims to delve into the impact of utilizing ChatGPT and other AI tools on the discourse writing performance of English major students, as well as to explore their potential value and future prospects in the field of English education. With the continuous development and application of artificial intelligence technology, AI tools have gradually demonstrated their unique advantages and potential in language learning and writing instruction. However, for English major students, how to effectively utilize these technological tools to enhance their discourse writing abilities remains a subject of considerable interest. In the field of language learning, AI technology has made significant strides in vocabulary acquisition, grammar correction, and discourse generation. ChatGPT, as a natural language generation model, possesses strong language comprehension and generation capabilities and is widely used in dialogue generation, text generation, and other areas. In English education, ChatGPT can provide personalized writing guidance and feedback to students, helping them clarify their thoughts and improve their expression skills. Additionally, other AI tools such as speech recognition technology and text-to-speech technology offer more possibilities for students' English learning and writing. However, despite the numerous advantages demonstrated by AI tools in discourse writing instruction for English major students, their application also faces challenges and limitations. For instance, AI tools still have limitations in understanding academic language and specialized terminology, and they cannot fully replace human professional judgment and language application abilities. Furthermore, the widespread adoption and use of AI tools require addressing technical challenges and adaptation issues in teaching practice to ensure their effective application in education. In conclusion, this study will comprehensively explore the actual effects and potential value of AI tools in discourse writing instruction for English major students through a combination of literature review and empirical research methods, providing new insights and guidance for teaching practice and future research endeavors.

This study investigates the effectiveness of AI tools as instructional supports for grammar in enhancing second language learners accuracy in using non-finite verb forms. The study sample comprised 60 sophomore English as a Foreign Language (EFL) students, divided into an experimental group and a control group. The experimental group received instruction via AI tools, including ChatGPT, while the control group was taught through traditional methods. Instructional content encompassed 15 primary non-finite verbs, such as infinitives, gerunds, and participles, designed to help learners flexibly apply these forms in diverse contexts. Conducted over six weeks, the study allocated the initial two weeks to introducing the foundational concepts and forms of non-finite verbs, supplemented with introductory exercises via AI tools. During the following three weeks, learners examined advanced applications, reinforced through personalized exercises provided by the AI tools, supporting accurate usage in complex sentence structures. The final week focused on review and consolidation. Pre- and post-tests measured learners grammatical accuracy, revealing that the experimental group showed significantly greater improvement than the control group, suggesting a clear benefit of AI tools for grammatical precision and retention. These tools offer a tailored learning experience adaptable to learners specific needs, fostering increased learner confidence and autonomy. This study provides a potential instructional framework for educators and empirical support for AI integration in language teaching, contributing meaningful theoretical and practical insights.

Aims: This study aims to examine the effects of AI-based tutors on student engagement, motivation, and achievement in AI-assisted language learning. Specifically, it investigates students’ lived experiences using AI tools, analyzes how AI features influence language proficiency, and identifies the extent to which these platforms sustain learner motivation over time. Study Design: A qualitative phenomenological design was utilized to explore the lived experiences of first-year college students using AI-supported learning platforms. Place and Duration of Study: The study was conducted at the University of Mindanao Digos College from January to March 2025. Methodology: Fifteen first-year college students who actively used AI tools (ChatGPT, Duolingo, Grammarly, and TalkPal) participated in the study. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Results: Findings revealed overwhelmingly positive outcomes in language learning. AI-based tutors provided immediate, adaptive, and personalized feedback that enabled learners to correct grammatical errors, improve sentence construction, and expand vocabulary more efficiently. Students reported higher confidence, autonomy, reduced writing anxiety, and improved speaking fluency due to constant access to non-judgmental learning support. Gamified and interactive features sustained engagement, while real-time corrections strengthened academic writing accuracy and vocabulary retention. Participants also noted increased convenience, motivation, and continuous progress monitoring, allowing them to learn independently at their own pace. Although emotional depth and contextual explanation in AI responses remained limited, students emphasized that AI was highly effective as a supportive language partner when combined with teacher guidance. Conclusion: AI-based tutors significantly enhance language proficiency, learner independence, engagement, and long-term motivation. Results suggest that AI serves best as a supplementary tool that complements — not replaces — human instructors. The study recommends integrating AI for personalized practice and feedback, improving AI contextual reasoning, and strengthening digital literacy to support SDG 4: Quality Education.