BENEFITS AND CHALLENGES OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING
Keywords:
artificial intelligence, English language teaching, tools, benefits, challengesAbstract
Artificial Intelligence (AI) has the capacity to facilitate and enhance various aspects of human existence such as transportation, healthcare, entertainment, and education. In recent years, AI-powered language learning tools have gained significant attention due to their potential to revolutionize language teaching and learning. The integration of AI in English Language Teaching (ELT) presents a promising yet complex area, containing both advantages and challenges. The benefits encompass a wide range of advantages, including personalized learning experience, adaptive curriculum, and enhanced engagement through interactive AI applications. AI-powered tools offer personalized content delivery, adapting to individual learning styles and pacing, and thereby fostering more efficient and effective learning outcomes. Moreover, these tools often incorporate natural language processing (NLP) algorithms, enabling immersive language practice, automated feedback, and real-time assessment, which significantly improve the learning process. Notwithstanding these advantages, certain ethical issues arise, primarily those concerning the privacy of users’ data and algorithm bias. Additionally, an overreliance on AI tools might diminish human interaction, affecting social and communicative aspects of language learning. Furthermore, the accessibility and affordability of such technology remain unequal, posing limitations for learners with restricted access to digital resources. This paper explores the multifaceted nature of AI’s role in ELT, delving into the benefits it offers as well as potential challenges arising from AI implementation. It emphasizes the importance of an approach that would, on the one hand, effectively use the advantages of AI, and on the other hand, minimize its downsides in order to maximize its potential in enhancing English language learning experience.
References
Bartneck, C., Lütge, C., Wagner, A., & Welsh, S. (2021). What Is AI? An Introduction to Ethics in Robotics and AI (pp. 5-16). https://doi.org/10.1007/978-3-030-51110-4_2
Chen, X., Zou, D., Xie, H., & Cheng, G. (2021). Twenty years of personalized language learning. Educational Technology & Society, 24(1), 205-222.
Divekar, R. R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., Chen, Y., Zhu, H., Hendler, J. A., & Braasch, J. (2021). Foreign language acquisition via artificial intelligence and extended reality: Design and evaluation. Computer Assisted Language Learning, 35, 2332-2360. https://doi.org/10.1080/09588221.2021.1879162
Fitria, T. N. (2021). Grammarly as AI-powered English writing assistant: Students’ alternative for writing English. Metathesis: Journal of English Language, Literature, and Teaching, 1(5), 65-78. https://doi.org/10.31002/metathesis.v5i1.3519
Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055. https://doi.org/10.1016/j.caeai.2022.100055
Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5-24. https://doi.org/http://doi.org/10125/73474
Hassani, K., Nahvi, A., & Ahmadi, A. (2016). Design and implementation of an intelligent virtual environment for improving speaking and listening skills. Interactive Learning Environments, 24(1), 252-271.
Hapsari, I. P., & Wu, TT. (2022). AI chatbots learning model in English speaking skill: Alleviating speaking anxiety, boosting enjoyment, and fostering critical thinking. Lecture Notes in Computer Science, 13449, 444-453. https://doi.org/10.1007/978-3-031-15273-3_49
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, research issues and applications of artificial intelligence in language education. Educational Technology and Society, 26(1), 112-131. https://doi.org/10.30191/ETS.202301_26(1).0009
Ilkka, T. (2018). The impact of artificial intelligence on learning, teaching, and education. Maastricht: European Union.
Khanzode, K. C. A., & Sarode, R. D. (2020). Advantages and disadvantages of artificial intelligence and machine learning: A literature review. International Journal of Library & Information Science (IJLIS), 9(1), 30-36.
Kumar Attar, R., & Komal (2022). The emergence of natural language processing (NLP) techniques in healthcare AI. In S. A. Parah, M. Rashid & V. Varadarajan (Eds.), Artificial Intelligence for Innovative Healthcare Informatics (pp. 285-307). Springer, Cham. https://doi.org/10.1007/978-3-030-96569-3_14
Lestari, S., Usadiati, W., & Misrita, M. (2022). The correlation between students’ artificial intelligence and their English reading skills achievement. Bahasa: Jurnal Keilmuan Pendidikan Bahasa Dan Sastra Indonesia, 3(2), 103–111. https://doi.org/10.26499/bahasa.v3i2.110
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. London: Pearson.
Michalski, R. S., Carbonell, J. G., & Mitchell, T. M. (2013). Machine learning: An artificial intelligence approach. Berlin: Springer Science & Business Media.
Moulieswaran, N., & Prasantha Kumar, N. S. (2023). Google Assistant Assisted Language Learning (GAALL): ESL learners’ perception and problem towards AI-powered Google Assistant-Assisted English language learning. Studies in Media and Communication, 11(4), 122-130.
Moulieswaran, N., & Prasantha Kumar, N. S. (2022). Education 4.0 – An artificial intelligence technology driven second language learning and teaching. In J. Karthikeyan & N. Y. Jin (Eds.), Neophytes of ELT Research. Royal Book Publishing.
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO. Retrieved from https://www.academia.edu/68859749/Artificial_intelligence_in_education_challenges_and_opportunities_for_sustainable_development
Pokrivčáková, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153.
https://doi.org/10.2478/jolace-2019-0025
Rebolledo Font de la Vall, R., & González Araya, F. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(1), 7569–7576. https://doi.org/10.18535/ijsshi/v10i01.02
Rukiati, E., Wicaksono, J. A., Taufan, G. T. ., & Suharsono, D. D. (2023). AI on learning English: Application, benefit, and threat. Journal of Language, Communication, and Tourism, 1(2), 32–40. https://doi.org/10.25047/jlct.v1i2.3967
Sharples, M. (2022). Automated essay writing: An AIED opinion. International Journal of Artificial Intelligence in Education, 32, 1119-1126. https://doi.org/10.1007/s40593-022-00300-7
Stewart, J. C., Davis, G. A., & Igoche, D. A. (2020). Ai, Iot, and Aiot: Definitions and impacts on the artificial intelligence curriculum. Issues In Information Systems, 21(4), 135-142.
https://doi.org/10.48009/4_iis_2020_135-142
Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955, 1-14.
https://doi.org/10.3389/fpsyg.2023.1261955
Xie, H., Chu, H. C., Hwang, G. J., & Wang, C. C. (2019). Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Computers & Education, 140, 103599.
Zhou, J. (2020). Design of AI-based self-learning platform for college English listening. Proceedings of 2020 2nd International Conference on Machine Learning, Big Data and Business Intelligence (MLBDBI).