Nabaa Talib Hashim, Wurood Shaher

The Role of Artificial Intelligence in Personalized English Language Training

Introduction

The role of artificial intelligence in personalized english language training. Discover how AI enhances personalized English language training for EFL/ESL learners. This research evaluates AI's role, including NLP & ML, in customizing learning experiences and improving language skills.

Abstract

This research aims to evaluate the possible positive aspects of Artificial Intelligence (AI) technologies in English language teaching that occur when training learners of English as a Foreign Language (EFL) or English as a Second Language (ESL). The study seeks to understand how AI technology and methodologies enhance language learning and teaching, including the unique possibilities that arise when considering learners and educators with an evolving role in increasingly larger education systems and educational environments. It seeks to understand the potential of AI for personalizing English language training. Also, by asking the question study, if there are methods including Natural Language Processing (NLP), Machine Learning (ML), and AI-based analytics or tools, can they personalize learning experiences for EFL-ESL learners? A qualitative study was completed through interviews with learners from different experience levels engaged in EFL or ESL programs that used AI-based tools in the pedagogy. The results demonstrate that AI has positive opportunities for personalized language education in the EFL and ESL contexts, the ability to enhance language skills in specific domains, and offer customized language learning experiences. This research has indicated challenges that surround cultural elements, technical challenges, and distinctly human teaching and learning elements. The research also offers helpful information for English language learning and recognizes the shifting nature of personal learning experience whether enhanced through AI, the practical requirement of incorporating AI will also provide a unique lens and perspective in English language learning and teaching, recognize the affordances AI can offer, alongside students and language learning never being exclusively cultural or human.

Review

This research paper addresses a highly pertinent and evolving topic: the application of Artificial Intelligence in personalizing English language training for EFL/ESL learners. The abstract clearly articulates the study's primary objective to evaluate the positive aspects of AI technologies, including Natural Language Processing, Machine Learning, and AI-based analytics, in enhancing language learning and teaching experiences. By focusing on personalization, the study taps into a critical area of modern pedagogy, seeking to understand how these advanced tools can cater to individual learner needs and adapt to increasingly complex educational systems. The qualitative methodology, employing interviews with learners across different experience levels, appears well-suited to gather nuanced insights into these personalized experiences. The study's findings indicate significant positive opportunities for AI in personalized language education. Specifically, it highlights AI's potential to offer customized learning experiences and enhance language skills within specific domains, thereby aligning with its initial aim to evaluate AI's beneficial contributions. This ability to tailor content and instruction to individual learners is a strong point of the research, suggesting that AI can indeed act as a powerful tool for differentiation in language acquisition. Furthermore, the paper acknowledges the shifting nature of personal learning experiences when enhanced by AI, providing a unique perspective on the evolving roles of both learners and educators within this technological landscape. However, the research also provides a balanced perspective by identifying several critical challenges associated with integrating AI into language training. These include cultural elements, technical hurdles, and distinctly human teaching and learning components. Acknowledging these limitations is crucial, as it tempers an overly optimistic view and grounds the discussion in practical realities. The conclusion that language learning is never exclusively cultural or human, even with AI integration, underscores the importance of a human-centric approach to AI implementation. This comprehensive view, encompassing both the affordances and the complexities, offers valuable information for educators, developers, and policymakers aiming to responsibly incorporate AI into English language learning environments.

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