CC BY
0УДК 372.881.111.1
AI IN ENGLISH LANGUAGE TEACHING: BRIDGING THE GAP BETWEEN TRADITIONAL AND DIGITAL METHODS
KUDAIBERGEN ARUSA MERGENBAYKYZY
Student of the Faculty of foreign language teacher training «Astana International University»
Scientific advisor: MADINA L. ANAFINOVA, Candidate of Philological Science, Ass.Prof. Astana, Kazakhstan
Abstract: This theoretical article explores the changing role of AI in language learning, emphasizing the advantages, difficulties, andpossible uses of this technology. The research illustrates how AI technologies can provide tailored and adaptive learning experiences by assessing student data to customize material and pace to individual needs through a review ofprevious studies. Even while artificial intelligence (AI) has many benefits, including better learning results and more motivated students, there are also worries about data privacy, algorithmic bias, and the possibility that AI could reduce human interaction. The essay underlines the importance of the use of AI sensibly and ethically, making sure that technology enhances rather than replaces conventional teaching techniques. In the end, the research indicates that AI can revolutionize language instruction by presenting fresh chances for teachers and learners alike.
Keywords: Artificial Intelligence (AI), Language, Personalized Learning, Adaptive, Ethical Considerations, Human Interaction, Language Acquisition, Educational Technology, Data Privacy, Algorithmic Bias
Artificial intelligence (AI) is rapidly transforming education, and language learning is no exception. This article delves into the burgeoning role of AI in language acquisition, examining its benefits, challenges, and potential applications. By analyzing various research papers and studies, we explore how AI technologies are revolutionizing the way students learn languages. One of the key advantages of AI in language learning is its ability to provide personalized and adaptive learning experiences. AI-powered tools can analyze student data to identify strengths, weaknesses, and learning styles, tailoring content and pace to individual needs. This personalized approach can significantly enhance learning outcomes and motivation. However, the integration of AI into language education also presents challenges. Concerns about data privacy, algorithmic bias, and the potential for AI to replace human interaction must be carefully addressed. It is essential to ensure that AI tools are used ethically and responsibly to complement, rather than replace, traditional teaching methods.
Finding a balance between artificial intelligence's benefits and drawbacks in language learning is one of the article's primary issues. Artificial intelligence (AI) tools have demonstrated efficacy on par with traditional approaches and can offer individualized, efficient learning experiences; yet, they are devoid of human connection, which is essential for comprehending contextual and cultural nuances in language. The ethical application of AI also raises questions about privacy, fairness, accessibility, and openness. One of the main challenges is ensuring that AI-driven teaching tools are used responsibly to establish an equal learning environment.
This article's goal is to examine and assess the use of AI in language learning and instruction, emphasizing both its advantages and disadvantages. The article compares AI's effectiveness with traditional language learning methods, evaluates its role in improving learning experiences, and investigates whether AI can replace or enhance human teachers through a study of many studies' worth of research. In addition, it aims to tackle the moral obligations and worries related to utilizing AI in the classroom, with a particular emphasis on providing an equitable and encouraging learning environment for every student.
Font de la Vall, R. R., & González Araya, F. Proposed a paper "Exploring the benefits and challenges of AI-language learning tools" which discussed comparing AI's efficacy in language learning to conventional techniques while assessing its performance. Although AI technologies can help students learn languages, how effective they are will rely on the user and the particular tool. According to research, AI technologies can be just as successful as conventional in-person instruction or tutoring, particularly for novices. They do have certain drawbacks, though, namely the lack of interpersonal communication and difficulties with subtle cultural and environmental differences. In response to the question of whether artificial intelligence (AI) can completely replace human teachers, it can be a useful addition. While AI systems can give individualized and effective learning experiences, they are not as interactive or capable of providing tailored feedback as human instructors or tutors [1, p.7570].
Nevertheless, AI solutions can improve EFL instruction by offering quick assessment, real-time feedback, and individualized learning experiences. They can also improve motivation and engagement among students, opening up learning opportunities for those who live far away or have impairments. AI can help EFL teachers build a more productive and efficient learning environment that will improve student outcomes by integrating traditional teaching methods with AI [1, p.7572]. It is important to consider privacy, fairness, accessibility, human interaction, and transparency when using AI in language learning. AI tools should be used ethically and responsibly to ensure a positive and equitable learning experience for all students [1, pp.7573-7574].
The following paper is "The role of artificial intelligence technology on English language learning: A literature review" by Ghafar, Z. N., Salh, H. F., Abdulrahim, M. A., Farxha, S. S., Arf, S. F., & Rahim, R. I. Authors mentioned the creation of immersive environments, increased efficacy in instruction, and the development of practical skills, AI can improve English language acquisition. AI-driven systems can engage learners by simulating real-world conversations, offering tailored material, and providing cultural context. Furthermore, incorporating AI into English language instruction can provide students with the useful abilities they need to keep up with today's technological innovations [2, pp.20-21].
Therefore, language is a tool that human beings have evolved to use for communication. The emergence of digital platforms has made learning and teaching English easier. Artificial Intelligence has improved language skills in English. Increasing global competency can be achieved by combining digital and language literacy. Text processing in language is the cornerstone of AI. Artificial intelligence's comprehension of language improves with sophistication [2, p.23]. Teachers and students of English will be able to have conversations with each other using the chatbot application. Users can communicate in writing or vocally. To help with English conversation practice, the app will provide daily records and grammar corrections. The language-learning program Duolingo teaches syntax, vocabulary, and sentence structure through a game-like format that includes word matching and sentence completion. It blends scientific education with language instruction and is appropriate for a range of English proficiency levels [2, pp.25-26].
The notable research is "Intelligence Unleashed: An Argument for AI in Education" by Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. The emergence of AI-powered learning (AIEd) tools offers a major chance to change education and the function of teachers. Even though AI can automate repetitive chores and provide tailored learning experiences, instructors will always play a critical role in the educational process. Teachers ought to play a major role in the development and application of AIEd resources. Their participation guarantees that these resources meet actual educational demands and offer helpful guidance rather than just theoretical answers.
On the other hand teachers develop their tech literacy, creative talents, and comprehension of AIEd capabilities by taking part in the creation process. AIEd can act as a stimulant for the change of instructors by relieving them of repetitive duties like recording and marking. They are able to concentrate on more imaginative and human-centered facets of teaching as a result. But in order to adapt to this change, educators must learn new competencies including managing teams of AI and human assistants, analyzing data, and assessing AIEd products. Additionally, AIEd tools can improve
students' educational experiences. They can help with effective collaborative learning, which can be difficult without extra support, and provide individualized one-on-one instruction [3, p.31].
The next article is "Artificial Intelligence in Foreign Language Learning and Teaching: A CALL for Intelligent Practice" by Schmidt, T., & Strasser, T. The scientists emphasized the area of natural language processing (NLP), which focuses on the automated processing of human language, and is a combination of linguistics and artificial intelligence (AI). It includes the creation and analysis of spoken and written language. Computational linguistics is an applied field that formally analyzes and models language. Its center is NLP. NLP is used in lexical, morphological, syntactic, semantic, conversational, and extra-linguistic contexts via Intelligent Language Tutoring Systems (ILTS).
Besides, systems can learn from data and perform better thanks to machine learning (ML), a subset of artificial intelligence. It is essential for resolving issues with robotics, voice, vision, and recognition. Machine learning (ML) entails using example data to program computers to maximize performance. Example data categorization is crucial for NLP applications. Artificial neural networks are used in the Deep Learning (DL) discipline of artificial intelligence to learn from massive datasets. Although DL is mainly utilized for vision-based tasks, NLP can also benefit from its application [4,
In contrast, the need for effective language learning and communication tools has increased with the advent of the digital age. Neural networks and deep learning are used by machine translation systems, such as DeepL, to automate translation across languages. This makes it possible for information to spread more quickly and widely. AI-powered writing tools such as Grammarly evaluate and enhance written content by examining its syntax, readability, and style. Grammarly takes into account formality, domain, tone, and intended audience when customizing recommendations for particular writing circumstances. Chatbots such as Virtual Talk App and Mondly provide an interactive multimedia method for language learning. Chatbots allow students to practice writing and speaking, offering a secure environment for practice and error correction. This is especially helpful for students who are uncomfortable interacting with others in real life. These chatbots use graphics, video, and audio to produce a more engaging learning environment [4, pp.168-171].
Woolf, B. P., Lane, H. C., Chaudhri, V. K., & Kolodner, J. L. offered the paper "Artificial Intelligence in Education" which illustrates interactive learning resources that provide immersive experiences and adjust to the needs of the students. To establish authentic learning environments, digital workbooks should include multimedia, virtual laboratories, and simulations in place of static textbooks. These workbooks ought to deviate from conventional linear learning forms and be sensitive to the student's development, providing individualized help [5, p.69].
Consequently, citizens of the knowledge-based society of today must be lifelong learners, experiment with various ways of problem-solving, and work cooperatively with others. Teachers must modify their methods of instruction to meet these challenges and stay up to date with the quickly advancing fields of technology and knowledge. Understanding students, groups, and learning settings better is the main goal of this educational data analysis. This data is studied by two research areas: educational data mining (EDM) and learner analytics (LA). Similar objectives, such as assisting individual students, anticipating their needs, guiding teacher interventions, and enhancing curricula, are shared by both LA and EDM [5, pp.71-73].
Apart from that, it seeks to offer free, open, inclusive, and universal education. A major objective is to create global online classrooms where every student can learn at the best possible level. The fifth big challenge emphasizes lifetime and comprehensive learning, stressing the importance of lifelong learning in all facets of life. By completing the aforementioned four tasks, society may encourage adaptable thinking, cultivate a culture of learning, and obfuscate the boundaries between education and life. This entails making materials easily accessible, encouraging communication between students, and customizing resources to meet each person's needs as they change over time
The article's conclusion states that although AI technologies for language acquisition have many advantages—like tailored education, speedy assessments, and higher student motivation—they
p.167].
[5, pp.77-79].
also have drawbacks. While AI can't completely take the place of human teachers, it can enhance them to provide more effective and interesting learning environments. It is imperative that educators ethically incorporate AI into their lesson plans, addressing moral dilemmas and capitalizing on the technology's advantages. All things considered, AI has the ability to change the way that people learn languages, offering both instructors and students new options. However, ethical issues and human interaction still matter greatly.
LIST OF REFERENCES:
1. Font de la Vall, R. R., & González Araya, F. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(01), 7569-7576.
2. Ghafar, Z. N., Salh, H. F., Abdulrahim, M. A., Farxha, S. S., Arf, S. F., & Rahim, R. I. (2023). The role of artificial intelligence technology on English language learning: A literature review. Canadian Journal of Language and Literature Studies, 3(2), 17-31.
3. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in education. Pearson.
4. Schmidt, T., & Strasser, T. (2022). Artificial intelligence in foreign language learning and teaching: A CALL for intelligent practice. Anglistik: International Journal of English Studies, 33(1), 165-184.
5. Woolf, B. P., Lane, H. C., Chaudhri, V. K., & Kolodner, J. L. (1992). Artificial intelligence in education. In Encyclopedia of artificial intelligence (2nd ed.). John Wiley & Sons.
