As technology continues to evolve, the role of artificial intelligence (AI) in language education has come to the forefront. While many of us are excited about the possibilities, there’s a growing sense that we must approach this integration with caution. Just because something is, doesn't mean it ought to be. The truth is, we still don’t fully understand the long-term impact of AI on language learning.

AI is not just ChatGPT

AI is a broad term that we use to refer to a plethora of tools that mimic any kind of human intelligence. This ranges from simple grammar checkers to full text and image generators. Because these tools drastically differ in their function and utility, it is imperative to distinguish between them when assessing their integration in the classroom.

Studies that shed light on how different AI tools could be utilized effectively in the language classroom are still in their infancy stage. Before fully embracing AI in the classroom, further longitudinal studies must be conducted to see the long-term impact of such technology and how learners use it over time. Diving into AI integration without sufficient understanding can lead to misguided implementations that may not serve our students well.

What do we know (so far)?

In this section, I listed some affordances of AI

tools with links to the sources.

● Adaptive Learning: Customized learning that

adjusts content difficulty based on learner

performance (e.g. Lingvist).

● Automated Assessment: Automatically assess

language skills with evaluations and

recommendations for improvement

(e.g. ETS Criterion).

● Language Practice: Simulate real conversations and allows learners to practice speaking and listening in a low-pressure environment (e.g. Replika).

The latter simulates peer interactions. While such tools allow learners to practice language, they may fall short when attempting to truly replicate the complex social dynamics of human interactions. Language itself is not an end but a tool through which we build social ties.

So, I see such tools as useful to prepare for real-life interactions, but do they really replicate real interactions, and do they prepare learners in a meaningful way?

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