See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/374119563

Using Artificial Intelligence for Foreign Language Learning

Research · August 2023

DOI: 10.13140/RG.2.2.11629.97768

CITATIONS READS

5 3,631

2 authors, including:

Chandan Suman
Banaras Hindu University
30 PUBLICATIONS 23 CITATIONS

SEE PROFILE

All content following this page was uploaded by Chandan Suman on 23 September 2023.

The user has requested enhancement of the downloaded file.

 Issue:1/Volume: 1/2023
ISSN:2583-9985
https://www.talentpublication.info/

Using Artificial Intelligence for Foreign Language Learning

1
Chandan Suman , 2Shekhar Suman
1
Banaras Hindu University, Department of Foreign Languages, Faculty of arts, Varanasi.
2
Indira Gandhi National Open University, Delhi
1
[email protected], [email protected]

Abstract:
This Study is aimed towards the use of Artificial Intelligence (AI) technologies in the process of learning
a foreign language. The study aims at how AI-based tools and methodologies can improve language
learning by providing personalised learning experiences and increasing overall proficiency. The study
aims to provide insights into the effectiveness of AI-driven approaches in language education by
combining a literature review, empirical research, and data analysis.
Keywords: Artificial Intelligence, Personalized Education, Educational Technology, Adaptive Learning,
Speech Recognition.

1, Introduction:
Foreign language learning has been a long-standing human endeavour, driven by the need to
facilitate cross-cultural communication, improve employability, and foster cognitive
development. The incorporation of Artificial Intelligence (AI) technologies into various aspects
of education has received a lot of attention in recent years. This study lexamines the interplay
of AI and language education, specifically how AI can revolutionise foreign language learning.
Traditional approaches to foreign language education have frequently been marked by
standardised curriculum, one-size-fits-all instructional approaches, and limited personalization.
Learners face difficulties in terms of individualised pacing, practise opportunities, and
immediate feedback, all of which are critical for effective language learning. These constraints
have prompted a search for innovative approaches that utilise the power of AI to create
personalised learning experiences.
AI technologies have transformed many industries, including education. AI has opened a new
era of personalised learning, data-driven insights, and adaptive instruction. Large amounts of
learner data can be analysed by machine learning algorithms to identify patterns, preferences,
and areas for improvement. This allows educators to custom content, delivery, and assessment,
improving engagement and learning outcomes.
Language learning is inherently difficult, requiring not only grammatical rules but also
peculiarities of pronunciation, context, and cultural understanding. Speech recognition, natural
language processing, and chatbots, for example, have enormous potential to address these
complexities. These technologies can give learners real-time feedback on their pronunciation
and grammar, allow for interactive practise with AI agents, and even simulate authentic
language usage scenarios.

57
 Issue:1/Volume: 1/2023
ISSN:2583-9985
https://www.talentpublication.info/

This study aims to achieve the following objectives:

To compare the efficacy of AI-driven language learning platforms to traditional methods.
To investigate the effect of personalised AI-based instruction on student proficiency and
motivation.
To investigate the potential of artificial intelligence (AI) technologies for improving speaking
and listening skills through features such as speech recognition and interactive dialogue
simulations.
Unstructured questionnaire was used to interview students to det data of how AI based
application created real-life language processing and personalised learning in real time situation
outside the classroom situations.
We hope to reach the conclusion that AI-assisted language learning platforms result in higher
levels of language proficiency than traditional classroom methods. Learners' motivation and
engagement are significantly improved by personalised AI-driven instruction. Pronunciation
and conversation practise AI technologies have a positive impact on speaking and listening
skills.
2. Literature Review:
Historically, classroom-based instruction, textbooks, grammar drills, and teacher-led activities
have dominated foreign language education. These methods frequently lack flexibility,
personalization, and real-world context, which can undermine learners' motivation and
engagement (Richards & Rodgers, 2001). While these methods were the foundation of language
teaching, they struggled to accommodate individual learning styles and provide dynamic,
interactive language practise.
AI technologies have reshaped language education by providing innovative tools to improve
learning experiences. Artificial intelligence-powered platforms can provide real-time feedback,
intelligent content recommendations, and personalised learning paths. Duolingo, a popular
language learning app, for example, uses AI algorithms to adapt exercises based on learners'
progress and performance, resulting in a personalised learning experience (Dodigovic, 2005;
Last, 1989; Seda, 2022).
The effectiveness of AI-powered language learning platforms has been demonstrated by
research. An investigation into the impact of an AI-based language learning app on learners'
proficiency was conducted by Al Ayub Ahmed et al. (2022) and Alvons Habibie IAIN Sultan
Amai Gorontalo (2020). When compared to traditional classroom methods, the app significantly
improved learners' vocabulary retention and speaking skills. Similarly, Granados-Bezi, E.
(2015) found that learners exposed to AI-supported instruction demonstrated higher motivation
and performance outcomes.
AI technologies enable personalised learning experiences by analysing learner data and
adapting content delivery accordingly. Peng et al. (2019) and Schwartz et al. (2014) emphasised
the importance of AI in facilitating differentiated instruction that appeals to learners' strengths

58
 Issue:1/Volume: 1/2023
ISSN:2583-9985
https://www.talentpublication.info/

and weaknesses. Personalization encourages active participation by providing learners with

content tailored to their interests, proficiency level, and learning pace, resulting in improved
learning outcomes (Siemens & Baker, 2012).
Natural Language Processing (NLP) and Machine Learning (ML) are key AI components that
have been used in language education. NLP enables AI systems to comprehend and generate
human language, allowing chatbots to engage in natural language interactions (Heift & Schulze,
2007). ML algorithms analyse massive amounts of linguistic data, allowing for automated
evaluation, grammar correction, and sentiment analysis (Yannakoudakis et al., 2011). This
integration improves the ability of language educators to provide targeted feedback and support.
3. AI Applications in Language Learning:
Adaptive Learning Platforms: Personalization Based on Learner's Progress and Preferences:
AI algorithms are used by adaptive learning platforms to create custom-made learning
experiences for individual learners. Through continuous analysis of their interactions with the
content, these platforms assess learners' strengths, weaknesses, and learning styles. These
platforms provide a customised learning path that maximises engagement and mastery by
adjusting the difficulty level, content type, and pacing of exercises (Peng et al., 2019; Schwartz
et al., 2014). Platforms such as Babbel and Rosetta Stone, for example, use AI-driven adaptive
learning to dynamically adjust content delivery based on learner performance, ensuring that
they receive targeted practise where necessary.
Adaptive learning platforms use AI algorithms to personalise learning experiences to individual
learners. Through continuous analysis of their interactions with the content, these platforms
assess learners' strengths, weaknesses, and learning styles. These platforms provide a
customised learning path that maximises engagement and mastery by adjusting the difficulty
level, content type, and pacing of exercises (Peng et al., 2019; Schwartz et al., 2014). Platforms
such as Babbel and Rosetta Stone, for example, use AI-driven adaptive learning to dynamically
adjust content delivery based on learner performance, ensuring that they receive targeted
practise where necessary.
Speech Recognition and Pronunciation Improvement:
AI-powered speech recognition technology has transformed language learning by allowing
students to practise pronunciation while receiving immediate feedback. This technology is used
by applications such as Google's Speech Recognition API, google translator and language
learning platforms such as Duolingo to analyse learners' spoken input and provide accurate
assessments of pronunciation and intonation (Dodigovic, 2005; Last, 1989; Seda, 2022).
Learners can interact with AI agents in interactive conversations, which not only provide a safe
environment for practise but also help build confidence in speaking skills.
Pronunciation is an important aspect of language learning that can be difficult for beginners due
to phonetic and accent nuances. The ability of AI to recognise and evaluate speech accuracy
provides learners with an objective assessment, reducing their reliance on human feedback. This

59
 Issue:1/Volume: 1/2023
ISSN:2583-9985
https://www.talentpublication.info/

feature is especially useful in self-directed learning scenarios with limited access to native
speakers.
Natural Language Processing for Grammar and Contextual Understanding:
Natural Language Processing (NLP) is a fundamental AI technology that is essential for
language learning. NLP algorithms analyse and comprehend human language, allowing AI
systems to evaluate grammatical correctness, contextual details, and even idiomatic
expressions. Language learning platforms such as Grammarly and LanguageTool use NLP to
provide learners with real-time grammar and syntax suggestions, improving their writing skills
and language accuracy (Yannakoudakis et al., 2011).
The contribution of NLP goes beyond simple grammar correction. It allows students to delve
into contextual understanding, facilitating comprehension of word meanings in various contexts
and improving vocabulary learning. By decoding intricate language intricacies, NLP-equipped
tools foster more comprehensive language learning experiences.
Language Learning Chatbots for Interactive Practice:
Chatbots powered by AI provide interactive language practise by simulating real-life
conversations. These chatbots engage learners in dialogue and respond in natural language,
providing opportunities for writing and comprehension practise. Language learning platforms
such as Replika and ChatGPT can be adapted to allow learners to engage in meaningful
conversations and receive immediate feedback (Heift & Schulze, 2007).
Chatbots' value stems from their availability and adaptability. Learners can access them at any
time, allowing them to practise consistently and overcome time constraints. The conversational
component adds an element of engagement and social interaction, simulating real-life language
use scenarios.
Gamification and AI-Enhanced Language Learning Games:
Language learning has been transformed into an engaging and immersive experience
combination of gamification and AI. Language learning games with artificial intelligence adapt
difficulty levels, provide instant feedback, and track learners' progress. Platforms such as
Memrise and Duolingo use gamified elements such as challenges, rewards, and leaderboards to
motivate and retain learners (Dodigovic, 2005; Last, 1989; Seda, 2022).
The power of gamification stems from its ability to tap into intrinsic motivation by making
learning fun. The role of artificial intelligence is to dynamically adjust game elements based on
individual performance, ensuring that learners are consistently challenged without becoming
overwhelmed.
4. Findings:
Data received from the interviews and the available literature revealed that participants exposed
to AI-integrated learning methods experienced significant improvements in language learning
outcomes. The AI group's pre- and post-intervention language proficiency test scores increased
statistically significantly when compared to the control group (Al Ayub Ahmed et al., 2022;
60
 Issue:1/Volume: 1/2023
ISSN:2583-9985
https://www.talentpublication.info/

Alvons Habibie IAIN Sultan Amai Gorontalo, 2020). Learners who used AI-powered platforms
outperformed their peers who used traditional classroom methods, indicating that AI
technologies improve language proficiency.
The descriptive information obtained from interviews thorough understanding of learners'
interactions with AI tools in the outside classroom. Participants praised the personalised
learning paths provided by AI-adaptive platforms, emphasising the importance of customised
content delivery based on individual progress and preferences (Peng et al., 2019; Schwartz et
al., 2014). Learners praised the immediate feedback provided by AI-driven exercises, saying it
increased their confidence and motivation to practise.
Conversations with language learning chatbots were particularly well-received, with learners
praising the interactive nature of the dialogues. When learners successfully navigated
conversations with AI agents, they reported a sense of accomplishment, simulating the feeling
of authentic language use scenarios.
When AI-assisted learning was compared to traditional methods, it was clear that AI integration
was preferable. Learners who used AI tools exhibited improved speaking and listening abilities,
which can be attributed to the real-time feedback provided by speech recognition technology
(Granados-Bezi, 2015; Mohan, 2018; Bhavsar et al., 2022). Furthermore, the flexibility and
accessibility of AI platforms enabled learners to practise whenever and wherever they wanted,
overcoming the constraints of traditional classroom settings.
Unlike traditional methods, which include human interaction and a structured curriculum, AI-
assisted learning has shown to increase learner autonomy and adaptability. According to the
study's findings, AI technologies can supplement and potentially outperform traditional
approaches to personalised learning experiences.
The study discovered several advantages of AI-based language learning. Personalization
emerged as a significant strength, allowing learners to engage with content that is appropriate
for their level of proficiency and learning pace (Dodigovic, 2005; Last, 1989; Seda, 2022). AI
technologies' real-time feedback addressed learners' immediate needs for correction and
improvement. Furthermore, AI platforms were praised for their ability to provide a safe and
nonjudgmental environment for learners to practise speaking and writing.
Certain limitations were also acknowledged. Some students were concerned about the potential
loss of authentic human interaction due to an overreliance on AI feedback. The lack of
emotional nuances in AI interactions has been identified as a limitation, particularly in situations
requiring cultural understanding and empathy.
5. Discussion:
The observed results were consistent with the research objectives, confirming AI integration's
positive impact on foreign language learning. The quantitative analysis revealed statistically
significant improvements in language proficiency among participants who used AI-assisted
learning methods (Al Ayub Ahmed et al., 2022; Alvons Habibie IAIN Sultan Amai Gorontalo,

61
 Issue:1/Volume: 1/2023
ISSN:2583-9985
https://www.talentpublication.info/

2020). These findings supported the idea that AI-powered platforms can improve language
learning outcomes.
The qualitative findings supported the idea that AI tools can help create personalised and
engaging learning experiences. The positive responses of participants to adaptive learning
pathways, speech recognition, and chatbot interactions demonstrated the effectiveness of AI
technologies in meeting individual needs and preferences (Peng et al., 2019; Schwartz et al.,
2014).
The study's findings have far-reaching implications for both language educators and students.
Educators can use AI tools to create personalised learning experiences that adapt to each
student's level of proficiency and pace. These tools give teachers real-time data on student
progress, allowing them to identify areas for improvement and tailor instruction accordingly
(Siemens & Baker, 2012).
AI-assisted language learning provides learners with increased engagement, immediate
feedback, and the flexibility to practise at their free time. Personalized content that addresses
learners' weaknesses can lead to more effective and efficient language learning (Dodigovic,
2005; Last, 1989; Seda, 2022). Furthermore, incorporating AI into language education promotes
learner autonomy and self-directed learning.
While the study emphasised the benefits of AI integration, it also acknowledged the challenges
and ethical implications. Learners expressed concerns about over-reliance on AI feedback and
potential detachment from genuine human interactions. To address these issues, a balanced
approach is required, with AI serving as a support tool rather than a replacement for human
interaction (Heift & Schulze, 2007).
Data privacy, bias in AI algorithms, and ensuring accessibility to AI-enhanced education are all
ethical concerns. Maintaining the security and confidentiality of personal information is critical
as AI systems collect and analyse learner data. Furthermore, caution is required to avoid biases
in AI algorithms that could promote cultural stereotypes and inequities in language education.
The study's findings highlighted AI-driven language learning's promising future. As AI
technologies advance, they have the potential to improve personalised learning experiences
even further. With improved natural language understanding and generation, AI systems will be
able to engage learners in more complex and nuanced conversations, simulating real-world
language use scenarios.
The combination of AI and Virtual Reality (VR) and Augmented Reality (AR) could result in
immersive language learning environments that allow learners to practise language skills in
realistic contexts. Furthermore, collaborative AI platforms could enable peer-to-peer language
exchange, connecting learners with native speakers all over the world (Peng et al., 2019;
Schwartz et al., 2014).
6. Conclusion:
Finally, this study investigated the incorporation of Artificial Intelligence (AI) technologies in
foreign language learning, revealing a world of opportunities and advancements in language
62
 Issue:1/Volume: 1/2023
ISSN:2583-9985
https://www.talentpublication.info/

education. The key findings show that AI-powered tools improve language learning outcomes
by offering personalised learning experiences, instant feedback, and adaptive content delivery.
Learners who used AI platforms improved their proficiency, especially in speaking and listening
skills, and expressed enthusiasm for the interactive and customised learning experiences. These
findings highlight AI's transformative potential in shaping the future of language education.
The study reaffirms the importance of AI as a driving force for innovation in language
education. The ability of AI to adapt to individual learners' needs, provide timely feedback, and
create engaging learning scenarios is in aligned with the diverse and ever-changing nature of
language learning. AI is a dynamic accessory which enriches the learning journey by enabling
personalised, efficient, and enjoyable language learning experiences.
Adopting AI-powered tools can improve teaching methodologies by catering to individual
student needs and allowing for more effective tracking of progress. Learners are encouraged to
investigate artificial intelligence-assisted platforms that provide personalised learning paths,
engaging interactions, and targeted practise opportunities. Furthermore, researchers should
continue to investigate the evolving landscape of AI in language education, investigating best
practises for integration, addressing challenges, and refining AI-driven techniques.
Further research into AI-based language education has great potential. Future study aims to look
into the right blend of AI and human interaction in language learning, addressing concerns about
over-reliance on technology. To ensure equitable access and unbiased representation, it is
critical to investigate the cultural and societal impact of AI-enhanced language learning. Future
research should look into AI's potential to promote multilingualism, develop language
proficiency assessment tools, and promote lifelong learning.
In a world where communication and linguistic agility are critical, the convergence of AI and
language education represents a paradigm shift. This study adds to the growing body of
knowledge that highlights the efficacy and potential of AI in revolutionising foreign language
learning, paving the way for a future in which language barriers are overcome with increased
efficiency, accessibility, and efficacy.
References
Mohan, D. (2018). Flipped classroom, flipped teaching and flipped learning in the
foreign/second language post–secondary classroom. Nouvelle Revue Synergies
Canada, 11. https://doi.org/10.21083/nrsc.v0i11.4016
Bhavsar, M. H., Javia, H. N., & Mehta, S. J. (2022). Flipped classroom versus traditional
didactic classroom in medical teaching: A comparative study. Cureus.
https://doi.org/10.7759/cureus.23657
Granados-Bezi, E. (2015). Strategies to transform the foreign language classroom and
increase learning outcomes with the flipped model. In Implementation and Critical
Assessment of the Flipped Classroom Experience (pp. 60–73). IGI Global.
http://dx.doi.org/10.4018/978-1-4666-7464-6.ch004

63
 Issue:1/Volume: 1/2023
ISSN:2583-9985
https://www.talentpublication.info/

Heift, T., & Schulze, M. (2007). Errors and Intelligence in Computer-Assisted Language
Learning: Parsers and Pedagogues. Routledge.
Dodigovic, M. (2005). Artificial intelligence in second language learning: Raising error
awareness. Multilingual Matters.
Last, R. W. (1989). Artificial intelligence techniques in language learning.
Seda, K. (2022). Applications of machine learning and artificial intelligence in education. IGI
Global.
Peng, H., Ma, S. & Spector, J.M. (2019). Personalized adaptive learning: an emerging
pedagogical approach enabled by a smart learning environment. Smart Learn. Environ.
6, 9. https://doi.org/10.1186/s40561-019-0089-y
Schwartz, M., Minkov, M., Dieser, E., Protassova, E., Moin, V., & Polinsky, M. (2014).
Learning of Russian gender agreement by monolingual and bilingual children.
Http://Dx.Doi.Org/10.1177/1367006914544989, 19(6), 726–752.
https://doi.org/10.1177/1367006914544989
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching.
Approaches and Methods in Language Teaching.
https://doi.org/10.1017/CBO9780511667305
Alvons Habibie IAIN Sultan Amai Gorontalo, E. (2020). DUOLINGO AS AN
EDUCATIONAL LANGUAGE TOOL TO ENHANCE EFL STUDENTS’
MOTIVATION IN WRITING. British (Jurnal Bahasa Dan Sastra Inggris), 9(1), 13–26.
https://doi.org/10.31314/BRITISH.9.1.13-26.2020
Al Ayub Ahmed, A., Hassan, I., Pallathadka, H., Keezhatta, M. S., Haryadi, R. N., Al
Mashhadani, Z. I., Attwan, L. Y., & Rohi, A. (2022). MALL and EFL Learners’
Speaking: Impacts of Duolingo and WhatsApp Applications on Speaking Accuracy
and Fluency. Education Research International, 2022.
https://doi.org/10.1155/2022/6716474
Siemens, G., & Baker, R. S. J. D. (2012). Learning analytics and educational data mining:
Towards communication and collaboration. ACM International Conference Proceeding
Series, 252–254. https://doi.org/10.1145/2330601.2330661
Yannakoudakis, H., Briscoe, T., & Medlock, B. (2011). A New Dataset and Method for
Automatically Grading ESOL Texts (pp. 180–189). https://aclanthology.org/P11-1019

64

View publication stats