Running head: EFFECT OF AI ON LANGUAGE LEARNING 1

Effect of AI on Language Learning: A Case Study involving ChatGPT and Grammarly

Sumayya Rahu

Department of English Studies, Shaheed Benazir Bhutto University

Introduction to Applied Linguistics

Asadullah Balouch

March 27, 2025

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Contents
Abstract ................................................................................................................. 3
AI in Language Learning: A Case Study on the Impact of AI-Powered Tools on
Language Learning ............................................................................................... 4
Literature Review .................................................................................................. 5
Introduction ....................................................................................................... 5
Accuracy ........................................................................................................... 5
Learning Experience ......................................................................................... 5
Benefits & Challenges in Language Teaching .................................................. 6
Ethical & Pedagogical Issues of AI in ELT ...................................................... 6
Conclusion ........................................................................................................ 6
Research Methodology ......................................................................................... 7
Monitoring writing Exercises: .......................................................................... 7
In-Depth Interviews: ......................................................................................... 7
Document Analysis of AI-Improved Writing Tasks: ........................................ 8
Findings ................................................................................................................. 9
Role of Grammarly in Accuracy: ...................................................................... 9
ChatGPT and Need for Correction: .................................................................. 9
Comparison of AI with Traditional Methods: ................................................. 10
Influence of ChatGPT on Writing: .................................................................. 10
Pedagogical Challenges .................................................................................. 10
Future Recommendations ............................................................................... 11
Conclusion ...................................................................................................... 11
Conclusion .......................................................................................................... 13
References ........................................................................................................... 15
EFFECT OF AI ON LANGUAGE LEARNING 3

Abstract

This study investigates the influence of AI-powered tools on language learning by

method of qualitative research. A case study was carried out with 2 participants, collecting

data from observations tasks, taking interviews and document analysis. ChatGPT and

Grammarly are the two AI tools used in this research for the creative and grammatical

assessment of the participants, yielding that although such tools may enhance grammatical

and structural accuracy, they present problems such as presumptive attitudes, inaccurate

answers, limited interactive learning and inhibiting creativity. The study sheds light on AI in

Language learning pedagogies, providing a framework for future improvements.

Keywords: AI tools in Language Learning, EFL/ESL pedagogies, ChatGPT and

Grammarly in ELT, AI and critical Thinking, Case Study, AI in Foreign language Classroom.
EFFECT OF AI ON LANGUAGE LEARNING 4

AI in Language Learning: A Case Study on the Impact of AI-Powered Tools on

Language Learning

AI is one of the leading platforms in language learning technologies. The impact it has on

ESL/EFL learners’ accuracy, interest and pedagogical issues have been made prominent

through this study, by focusing on how AI-powered tools influence the academic fields of

language learning in real-time scenarios. Tools such as ChatGPT and Grammarly

have brought about a pivotal change in the field of ELT (English Language Teaching)

by providing immediate assistance, grammatical improvement, and accurate

responses. However, the abuse of such resources for academic advantage has been a

significant issue in today's learning community.

This has proved to be a hindrance, time and again in learners’ critical thinking and

cognitive abilities, inhibiting learning by providing well-structured responses, so the

students have no motivation to explore their own abilities, making such tools a matter of

convenience and procrastination. This research seeks to identify how AI influences writing

skills and what ethical boundaries should be considered while taking assistance from such

platforms.
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Literature Review

Introduction

Artificial Intelligence (AI) has brought about a transformation to educational norms,

especially in the domain of English Language Teaching (ELT). AI-powered tools like

ChatGPT and Grammarly increase students’ engagement along with enhancing written

precision. Nevertheless, AI also poses challenges such as pedagogical issues and even ethical

considerations. Consequently, this literature review is basically a thorough observation of

previous research on AI in ESL/EFL classrooms in terms of its influence on language

acquisition, accuracy, student engagement, and ethics.

Accuracy

It is eminent from some previous studies that AI has had a great influence on enhancing

accuracy. These tools provide grammatical correctness, spelling checks, vocabulary

suggestions, and interactive commentary, therefore, dramatically enhancing students'

language skills (Aryal, 2024). AI chatbots give responses within seconds, promoting fluency

and eliminating fear to approach a language (Garcia et al., 2024). Nevertheless, heavy

reliance on AI can negatively affect students' gaining critical thinking abilities wherever

writing and speaking is concerned.

Learning Experience

Some studies take pride in emphasizing the capability of AI to boost learner engagement by

way of individual learning dynamics. Virtual tutors and chatbots are examples of AI-based

utilities that promote learning at one’s own pace and raise class participation (Holmes et al.,

2019). Nonetheless, most of the studies warn that students will most likely end up being

passive learners, being completely dependent on AI instead of engaging in active learning, as

their critical thinking abilities are undeveloped. (Williamson, 2018).

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Benefits & Challenges in Language Teaching

AI helps teachers by automating student assessment, content generation, and lesson planning

(Luckin et al., 2016; Mishra & Koehler, 2006). Proper usage of AI needs expert training,

since most teachers find AI interfaces tough to tackle. Studies justify that integrating AI

within teacher education courses can enhance AI uptake in classrooms.

Ethical & Pedagogical Issues of AI in ELT

Although AI has significant benefits, it is no without ethical controversies such as data

privacy, plagiarism, and language bias in assessment (Zawacki-Richter et al., 2019). AI

systems avoid evaluating subjective assignments like essays correctly, thus the need for

human intervention (Romero & Ventura, 2010; Baker & Siemens, 2014). Albeit in today's

age, AI has abilities to write a whole report, complete with citations and references, which is

a serious ethical offense, not to mention completely wrong and most of the time inaccurate.

Researchers thus suggest a balanced AI-human pedagogy for ethical and effective AI usage,

such as grammatical structure, proofreading and sometimes gathering ideas (Selwyn, 2019).

Conclusion

ELT is being transformed by AI- powered tools, enhancing accuracy, engagement, and

efficiency. That also means challenges such as teacher training, ethical concerns, and

potential student overdependence on AI must be addressed and resolved. AI’s long-term

impact on ELT should be explored and the development of strategies for ethical and

pedagogically sired AI implementation should be considered in any future research.

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Research Methodology

In this study, qualitative case study methodology is utilized to explore the usage of AI-

enabled tools, ChatGPT and Grammarly, by students in the language learning context. This

research has the goal to investigate the impact these emerging technologies have on the

education landscape and the learning experience itself. In addition to an extensive literature

review, 2 cases were observed for this study. A non-probability sampling technique —

specifically, Convenience Sampling — was used to select the participants. The cases were

both intermediate learners from different educational levels; one was a high school student

showcasing strong creativity, while the other was a college student who excelled in grammar.

Data collection involved the following methods:

Monitoring writing Exercises:

Students were asked to perform two tasks using the AI-powered tools, i.e. ChatGPT and

Grammarly: To write a short story with assistance from ChatGPT, and to write a formal email

to a professor on any topic using Grammarly. Immediately after performing the tasks, the

cases were assessed based on their individual experiences of the tools, the challenges they

faced, and the methods they used to carry out their tasks. The observations helped evaluate

the effects of AI on students' motivation, engagement and learning performance, to highlight

how these tools help in writing, or what hindrances they cause.

In-Depth Interviews:

Based on the participants’ responses, a questionnaire was formulated allowing for a deeper

delve into the understanding of the tools and the impact they had on each case. The

questionnaire sought to gain an understanding of their experiences, views and attitudes and
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the utilization of such technologies. Through the interviews, it was made prominent what

advantages they had and what issues they faced while using the AI platform in question.

Document Analysis of AI-Improved Writing Tasks:

A thorough analysis was done, with a focus on the way these tools enhance writing quality,

grammar, vocabulary and overall structural integrity. The study aimed to gain insight on how

these innovations impact students' growth in writing skills through the analysis of their AI-

revised writing tasks.

A thematic analysis underwent in order to combine the collected data which

highlighted the key patterns in student participation, improvements in writing accuracy, and

the broader effects of using AI tools in language education and the participants’ critical

thinking abilities.
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Findings

This part of the study provides a critical analysis of the responses given by the two

participants to the questionnaire whose main focus was to use Grammarly and ChatGPT for

language learning tasks. Their responses have been divided into three major themes:

accuracy, engagement, and pedagogical issues.

Role of Grammarly in Accuracy:

Both participants agreed that Grammarly greatly improved their grammatical mistakes and

assisted in enhancing their writing skills syntactically. One participant noted:

"Grammarly helped out a lot during my self-editing process. The mistakes that I couldn't have

noticed otherwise were fixed by Grammarly."

This is consistent with a study that indicates the fact that AI checks grammar in order

to enhance the quality of writing by highlighting errors that human authors may overlook

(Aryal, 2024; Holmes et al., 2019). The second participant pointed out Grammarly and its

exceptional assistance in suggesting vocabulary:

"The words that did not sound much formal were suggested to be replaced by Grammarly,

with words that looked much better in sentences."

However, there were some limitations, specifically with creative writing:

"Wherever I used poetic phrases or words, Grammarly suggested removing or replacing

them. However, those words were perfect in their place."

ChatGPT and Need for Correction:

Users did find ChatGPT helpful in organizing their content, although they still encountered

minor grammatical errors:

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"ChatGPT-generated content made at least 5-6 mistakes, which were corrected by

Grammarly."

While one participant reported no mistakes in responses by ChatGPT, it still remains a

topic of concern that the necessity for human intervention in AI responses still prevails.

Comparison of AI with Traditional Methods:

There were contrasting opinions about the engagement factor of Grammarly. One respondent

still favored the traditional teacher feedback:

"I would prefer traditional feedback methods, but Grammarly is not a bad choice either; it

corrects mistakes approximately 95% of the time."

On the other hand, the second learner preferred Grammarly over traditional forms of

feedback, suggesting that engagement is learner-dependent.

Influence of ChatGPT on Writing:

Participants found that brainstorming was made easier by providing topic suggestions by

ChatGPT, which helped with making the writing process more efficient. One participant

explained the experience as:

"Brainstorming about topics and ideas without AI makes it much harder to even think of a

topic. Using ChatGPT significantly improves the content you write without its assistance."

This is in line with the study that indicates that AI improves productivity in writing

through organized ideas.

Pedagogical Challenges

Both participants recognized the advantages of AI but warned against total dependency:
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"For usual office work, I would prefer Grammarly, but I wouldn't totally rely on it. One must

know at least a little bit of grammar too."

This resonates with concerns expressed by Selwyn (2019), who stressed that AI should

generally augment, but not substitute natural language learning.

A participant pointed out that ChatGPT got used to their writing style over time and

adapted to it:

"At first, I just had to explain the way I wanted to write, and when I generated sentences and

asked ChatGPT to rephrase them, it detected my writing style and rephrased without

changing the way of words."

This is an indication towards the customizability of AI software, as emphasized by

Zawacki-Richter et al. (2019). But another participant discussed cases of exaggerated AI-text

and an unnecessarily comprehensive information, supporting the necessity for valuable

editing.

Future Recommendations

Both participants deduced that they would still use AI tools in future, but added suggestions

for improvement. One of them said:

"I would like to see improvements such as the extension of the content I wrote and further in-

depth explanation."

These findings are consistent with studies promoting enhanced AI flexibility to

support learning needs better (Williamson, 2018).

Conclusion

The results show that AI-driven tools improve accuracy and engagement, but users still

exercise caution on over-reliance. Grammarly works effectively to enhance grammatical

EFFECT OF AI ON LANGUAGE LEARNING 12

accuracy and vocabulary, whereas ChatGPT helps in brainstorming and content editing.

Nonetheless, creative writing and personal expression are still fields where human guidance

is required. Future AI technologies should aim at balancing accuracy, engagement, and

flexibility to accommodate varied learner requirements.

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Conclusion

This study identifies how tools like ChatGPT and Grammarly impact language

learning, engagement, and accuracy. These offer grammatical correctness, expanding

vocabulary, and brainstorming ideas. Therefore these tools are great in ELT domains.

However, there are challenges faced by users such as overdependence on AI, the need for

personal lookout, and ethical concerns.

Pedagogically, AI aided in language teaching through more feedback, allowing

learner independence for exploring ideas. However, human supervision is still essential to

guide learners in critical thinking, creativity, and language acquisition.

The study confirms that while AI improves efficiency of writing and editing

documents, it depends on the teaching method employed for its effectiveness.

One of the issues raised is the balance between student interaction with a class and the

automation of AI. While some students find AI assistance helpful, others feel overwhelmed

with AI-furnished solutions, making decision-making far more difficult than necessary.

Moreover, Grammarly makes people more grammatically correct, but as an example, it helps

cramp the creativity of articulation because it is too format driven. The same as with

ChatGPT, who is wonderful with building concepts and expanding content, there is also a

danger of overgeneralizing ideas or lacking in contextual substance.

The educator training role in AI integration is of concern too. The majority of

instructors are not sufficiently knowledgeable or confident in using AI tools, and this leads to

random attempts in integrating them into class activities. The role of teachers in AI literacy

for responsible and efficient use of the tools for teaching English needs further research. The

development of AI software raises other ethical concerns such as bias in the AI algorithms

and issues of confidential information.

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In the end, whatever AI language tools we have available can fundamentally change

the way languages are taught and learned, but their success will depend on how they are

balanced against old academic policies. The best way forward is a blended model that

capitalizes on AI but does not substitute educators with it. The impact of AI on student

learning and teacher coping mechanisms as well as AI's contribution towards critical thinking

cultivation requires analysis for future research to support effective and sustainable language

education in a digital environment.

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References

Aryal, M. (2024). Exploring the Impact of ChatGPT in English Language Teaching-Learning

Pedagogy. Journal of NELTA Gandaki, 7(1-2). 136-148.

Baker, R. & Siemens, G. (2014). Educational Data Mining and Learning Analytics.

Cambridge Handbook of the Learning Sciences. 253-270.

Minnillo, S., Jones, L. & Garcia, S. (2024). AI in the L2 Classroom: Serving Language

Educators through Professional Development. L2 Journal, Volume 16 Issue 1 (2024),

pp. 1-14

Luckin, R; Holmes, W; (2016) Intelligence Unleashed: An argument for AI in Education. UCL

Knowledge Lab: London, UK.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework

for Teacher Knowledge. Teachers College Record, 108(6). 1017-1054.

Romero C. and Ventura, S.(2010). Educational Data Mining: A Review of the State of the Art. IEEE

Transactions on Systems, Man, and Cybernetics, Part C (Applications and Reviews), vol. 40,

no. 6. pp. 601-618.

Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. John Wiley &

Sons.

Williamson, B. (2018). The hidden architecture of higher education: building a big data infrastructure

for the ‘smarter university’. Int J Educ Technol High Educ 15, 12. 36-55.

Zawacki-Richter, O., Marín, V.I., Bond, M. (2019). Systematic review of research on artificial

intelligence applications in higher education – where are the educators? Int J Educ Technol

High Educ 16, 39. 85-97.