The Impact of AI on English Language Learning: Aid or Obstacle?

Artificial Intelligence (AI) has developed significantly over the past few years and is widely applied in language learning. Through complex algorithms, AI supports learners in all four English language skills including listening, speaking, reading and writing. This study investigates English majors' perceptions of AI and its tools in English language learning and examines how they utilize AI in their learning process and provides recommendations for better application of AI in English language learning. A descriptive quantitative research design was applied, with data collected through a survey questionnaire conducted via Google Forms. A total of 200 university students took part in the study during the second semester of the 2024–2025 academic year. The findings indicate that students mostly have positive perceptions of using AI in English language learning. In terms of how students' use of AI tools in English language learning, the findings present that students frequently use popular AI tools such as ChatGPT and QuillBot AI to enhance their English skills. Additionally, AI tools are not only used for improving language skills but also for translation, summarization, and generating suggestions. Although AI technologies have been integrated into education, students tend to use these tools more often at home, possibly because of limited technology use and traditional teaching methods. Notably, despite their frequent use of AI, students do not fully trust the results it generates. The findings serve as a valuable reference for teachers and educators, contributing to the advancement of English language teaching and learning in the Industry 4.0 era within the evolving educational landscape of Vietnam.

This research aims to evaluate the possible positive aspects of Artificial Intelligence (AI) technologies in English language teaching that occur when training learners of English as a Foreign Language (EFL) or English as a Second Language (ESL). The study seeks to understand how AI technology and methodologies enhance language learning and teaching, including the unique possibilities that arise when considering learners and educators with an evolving role in increasingly larger education systems and educational environments. It seeks to understand the potential of AI for personalizing English language training. Also, by asking the question study, if there are methods including Natural Language Processing (NLP), Machine Learning (ML), and AI-based analytics or tools, can they personalize learning experiences for EFL-ESL learners? A qualitative study was completed through interviews with learners from different experience levels engaged in EFL or ESL programs that used AI-based tools in the pedagogy. The results demonstrate that AI has positive opportunities for personalized language education in the EFL and ESL contexts, the ability to enhance language skills in specific domains, and offer customized language learning experiences. This research has indicated challenges that surround cultural elements, technical challenges, and distinctly human teaching and learning elements. The research also offers helpful information for English language learning and recognizes the shifting nature of personal learning experience whether enhanced through AI, the practical requirement of incorporating AI will also provide a unique lens and perspective in English language learning and teaching, recognize the affordances AI can offer, alongside students and language learning never being exclusively cultural or human.

This qualitative descriptive case study investigates the role of Artificial Intelligence (AI) in supporting independent English writing learning at the University of Muhammadiyah Mataram. Sixteen students using AI-based tools, like Grammarly and ChatGPT, were selected via purposive sampling to provide detailed insights. Data were collected through open-ended and closed-ended questionnaires, supplemented by interviews. The findings indicate that AI tools significantly assist in grammar correction, sentence structuring, and idea generation, enhancing learners’ autonomy and confidence in writing. However, challenges such as overreliance, reduced creativity, and diminished originality underscore the importance of integrating AI thoughfully, highlighting the need for balanced integration of AI into learning processes. The study emphasizes developing pedagogical strategies that promote AI as a supplementary resource rather than a primary tool, ensuring students maintain critical thinking and creative expression. Additionally, ethical considerations were discussed, including data privacy and the potential cognitive effects of AI usage. Implications for curriculum design suggest incorporating guided AI usage and reflective writing activities to balance technological support with skill development. Future research should explore adaptive AI systems for personalized feedback and strategies to enhance writing skills without fostering dependency.

Biliteracy and Second-Language Learners

The title of this study is Hospitality Students' Perceptions of the Use of AI in English Language Learning at the Tourism Department of Kupang State Polytechnic. This study aims to determine the perceptions of hospitality students about the use of artificial intelligence (AI) in English language learning, as well as the impact of the use of AI. Student perceptions are divided into 2, namely positive and negative. Some of them think that the use of AI is very helpful for them in understanding and mastering 4 basic English skills, namely reading, listening, writing and speaking and can improve their learning experience through a more personal and adaptive approach, which allows them to learn according to their respective needs. There are also students who have negative opinions regarding the use of AI in the English language learning process. They feel that with the AI application, students will be more dependent on the application and no longer read existing modules or books related to their respective fields of science in this case related to the hospitality industry. They may also trust the application more than the lecturer/teacher who teaches. According to them, this needs to be addressed more carefully and thoroughly so as not to harm other parties, especially teaching staff or practitioners who are experts in the field of science, especially English. The impact of using AI is also divided into two, namely positive and negative. The positive impact is that AI can improve the quality of English learning, help them know which parts need to be improved and speed up the learning process. AI also allows learning that can be accessed anytime and anywhere or study everywhere, students are ready for the world of work because they believe that increasing English skills will better prepare them to face the challenges of the world of work, especially in the tourism industry in this case the increasingly global hospitality. The negative impact according to students is that this application can create dependence on technology so that they no longer learn independently and think logically/critically. Students will also interact less with fellow students and teachers because AI reduces the opportunity to practice language in real social interactions. Despite everything, AI applications actually bring new breakthroughs in the world of technology and various related fields, especially 1 https://mapindo.ejurnal.info/index.php/manajemen_pelayanan_hotel Vol. x, No.x; year education. This application can actually support learning. The use of AI applications appropriately can accelerate the education process.

Advances in artificial intelligence (AI) technology have made significant contributions to English language learning, particularly in productive skills such as speaking and writing. However, the application of AI in this field still faces various challenges. This research aims to explore the main barriers students experience in using AI to improve their productive skills. Using a qualitative approach with a thematic analysis method, this study collected data through in-depth interviews with 10 students who actively use AI in English language learning. The results of the study revealed four main challenges, namely (1) the limitations of AI in providing contextual feedback, (2) the lack of social interaction and responsiveness of AI, (3) students' dependence on AI which can reduce creativity and critical thinking, and (4) the problem of accuracy and bias in AI recommendations. These findings are supported by various previous studies that highlight the limitations of AI in understanding the meaning and context of communication more broadly. Therefore, the use of AI in language learning needs to be balanced with human interaction in order to optimally improve productive skills. This study recommends an integrative strategy that combines AI with a more interactive pedagogical approach to effectively support students' language development.

This study adopted a quantitative approach to examine the use of Artificial Intelligence (AI) in English language learning among 100 students from the Foreign Languages Department at Phu Yen University. Specifically, it assessed the extent of AI usage, its purposes, advantages, and associated challenges. The findings revealed that all participants (100%) have integrated AI into their learning process, utilizing it for writing enhancement, listening practice, translation, grammar correction, and vocabulary acquisition. Notably, 51.3% of students reported increased confidence and motivation when incorporating AI into their studies. However, the study also identified significant challenges, such as high costs and difficulties in navigating AI tools. These results not only align with previous research but also provide deeper insights into how students at local universities engage with AI technology. The study’s findings offer valuable implications for educators, enabling them to refine teaching methodologies, develop effective learning support tools, and enhance educational quality in an era of rapid technological advancement.

The integration of Artificial Intelligence (AI) in English language learning has significantly influenced students language development by enhancing listening, speaking, and writing skills. AI tools provide real-time feedback, personalized learning experiences, and tailored instructional materials that facilitate student engagement and motivation. Additionally, AI-based applications improve pronunciation, grammar, and vocabulary acquisition through adaptive learning models. However, challenges such as overreliance on technology, ethical concerns, and difficulties in teacher adaptation pose obstacles to its effective implementation. This paper explores the benefits and limitations of AI in English language learning, examining its impact on students development and the role of educators in mitigating potential drawbacks. The findings highlight AIs potential to transform language education while emphasizing the need for a balanced approach that integrates human instruction with AI capabilities. Future research should focus on optimizing AI-driven learning environments to ensure equitable and effective language acquisition for students worldwide.

Artificial Intelligence (AI) in English language learning has sparked worries about how technology can affect English as a second language (ESL) learners’ creativity and deep learning processes. With the advancement of AI tools in the learning sector, ESL learners may learn the English language in entirely new ways. These AI tools make grammar correction, content creation, and writing support incredibly simple. The main issue is that these technologies may restrict learners’ creativity, ability to think critically, and ability to explore new ideas by automating language functions. Since AI tools offer standardized, formulaic recommendations, ESL learners could be dissuaded from experimenting with language or creating distinctive voices. This paper critically examines the growing concern that AI’s propensity for standardized writing may hinder ESL learners’ capacity for critical thought, original concept development, and in-depth introspection. Although AI is adept at managing writing’s technical parts, it lacks the contextual, cultural, and emotional intelligence that encourages creative expression. This review explores how AI affects creativity, highlighting its pros and cons. Besides, it advocates a comprehensive approach that uses AI to enhance human-led instruction rather than to replace it. To ensure that AI technology enhances rather than detracts from English language learners’ creative growth, this issue must be addressed.

Cartoons can teach children a vast amount of information and valuable life lessons in an entertaining and engaging manner. Cartoons can also help children acquire various skills, like collaboration, negotiating, critical thinking, and problem-solving. In addition, cartoon-viewing has been increasingly linked with children’s language development and improvement. Accordingly, this study examined the impact of watching English cartoons on children’s English language acquisition in the Libyan setting. Case study research was conducted, which involved three years of direct observation of a two-year-old Libyan girl. The data analysis and results revealed that a purposeful and consistent approach to watching English cartoons can lead to remarkable English language learning outcomes. Specifically, the child in this study demonstrated notable English language development across various areas, including vocabulary, grammar, sentence structure, pronunciation, comprehension, production, and emotional expression. The findings of this study shed light on the benefits of following a systematic approach to using English language media-based content as an innovative and motivating method for English language teaching and learning in the Libyan home environment and Libyan English language learning classroom.

This study specifically examines the English teaching material needs of lecturers at STIT Tanggamus and STIT Pringsewu to enhance students’ critical thinking skills. Recognizing that critical thinking is an essential competence in higher education, particularly in English language learning, this research adopts a mixed-methods design to explore the types of materials currently in use, lecturers’ perceptions of students’ critical thinking abilities, and the gaps between existing resources and instructional needs. The study employed a mixed-methods approach, utilizing questionnaires, semi-structured interviews, and document analysis for data collection. The findings highlight a prevalent reliance on authentic materials, underscoring the need for explicit critical thinking frameworks and contextual relevance within the Islamic educational environment. Lecturers expressed concerns regarding students’ limited critical thinking capacity, citing language barriers, insufficient scaffolding, and lack of pedagogical support. It is crucial to redesign English teaching materials systematically to integrate higher-order thinking tasks, align with students' cultural and religious backgrounds, and provide clear instructional guidance. The findings highlight the essential requirements for both material development and professional training to enhance the cultivation of critical thinking in English language education within Indonesian Islamic higher education institutions.

Technology has an impact on the education system, and it has made English language teaching and learning accessible to non-English speakers worldwide. English has become the language of Massive Open Online Courses (MOOCs) in developed countries. Artificial Intelligence (AI) is a new trend in English language teaching and has been experienced in developed countries' education systems since the first decade of the 21st century. Meanwhile, AI-based tools are integrated into English language classrooms in developing countries. In Afghanistan, schools and universities lack equipped English classrooms. Lecturers and students cannot connect with new explorations in the field of ELT (English Language Teaching) due to the lack of Internet and implementation of technological tools at public universities. This qualitative study explores AI-based technologies practised in English language teaching in the EFL context. Moreover, it explores the procedure for executing AI-based tools in educational institutions in developing countries. This study was conducted through a systematic literature review to find in-depth information about AI tools in EFL settings. The current study revealed that AI-based technologies support students and teachers to master English language skills in developing countries such as Afghanistan. Smart teaching approaches and smart environments train creative and autonomous students. Grammarly is an AI-powered tool for correcting spelling and grammatical mistakes, and it saves students and teachers time developing their writing skills. Also, Kahoot and Quizlet are experienced in assessing students' performance in EFL (English as a Foreign Language) courses, which help teachers quickly assess hundreds and thousands of students. AI-powered technologies benefit the Ministry of Education by educating rural area residents in English. Finally, emerging AI-based tools for English subjects should start in schools in Afghanistan because they are the foundation for developing the education system in the 21st century.

Artificial Intelligence has emerged and quickly become an important tool for the acquisition and development of the English language. Providing a large number of tools and platforms that improve the teaching and learning process. However, there is still knowledge regarding how long these learnings last and if they can become long-term for learners, as well as the pedagogical implications that these generate when applied in the classroom. The primary objective of this literature review is to examine the impact of Artificial Intelligence on enhancing English language learning. The review synthesizes the findings from multiple studies that assess the efficacy of AI in enhancing listening, speaking, and writing abilities. The research employs a qualitative approach with a descriptive scope, in which six criteria were used to select the papers to be included. The findings of this research demonstrated that certain AI tools, including LyricsTraining and Praktika, have been observed to enhance learners' listening comprehension and speaking skills, while ChatGPT assists learners in crafting organized academic documents. However, the results of the literature review show that Artificial Intelligence must be implemented in the current educational model as an extra tool for the teaching and learning process, rather than its implementation as a primary means of teaching. To mitigate the limitations presented by the use of Artificial Intelligence effectively, a comprehensive educational framework that balances technology with personal instruction must be developed. An educational model that adapts to them must be established.

In today's globalized world, the increasing need for English language ability has highlighted the necessity of good language acquisition and communication abilities. Artificial Intelligence (AI) has emerged as a viable aid in the field of education, including language acquisition, as technology advances. This study does a literature review to investigate the function of AI in the development of communication skills in English language learners. The goal of this research is to look at the existing research and literature on the use of AI-based technologies in English language learning environments. The essay opens with an overview of artificial intelligence and its possible uses in education. It then looks into the various methods in which AI might help English language learners strengthen their communication skills, including speaking, listening, reading, and writing. The findings of this literature review suggest that AI has the potential to significantly enhance English language learners' communication skills by providing personalized and interactive learning experiences. However, further research is needed to explore the long-term effects and optimal integration of AI in language learning environments. In conclusion, this article highlights the transformative role of AI in English language education and its potential to address the diverse needs of language learners. By understanding the current state of research and exploring the opportunities and challenges presented by AI in language learning, educators and policymakers can make informed decisions to harness the benefits of AI technology and maximize its impact on developing effective communication skills among English language learners.

A new era of AI has provided many opportunities, including new learnings and the make-up of the learning process. AI has not only given birth to innovation in the masses but has also transformed ways of learning. The English language requires proper attention and practice in Pakistan as it is the language of global perspectives. The study is conducted to understand how to make-up the English language learning process as there are many issues in public schools, including attendance and practice of English language content. The study has applied the self-determination theory in the questionnaire, which focuses on self-regulation to make-up for the learning difficulties at elementary education regarding English language learning. The study is quantitative and took a sample of 62 participants who are English language teachers. The participants provided their views about the implications under self-determination theory for English language make-up at the elementary level with the help of the AI tool ChatGPT. The study found that teachers consider that students can be regular in the study and have feasible material for English language learning make-up, self-regulated routines, confidence building, responsibility taking, innovation, and time management. The study recommends that through proper training and proper practicing with certain limitations, the deficiencies of English language learning can be made up.