Artificial Intelligence in Language Education: A Catalyst for Growth or a Challenge to Overcome?
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| Title: | Artificial Intelligence in Language Education: A Catalyst for Growth or a Challenge to Overcome? |
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| Language: | English |
| Authors: | Ed B. Bautista |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 145 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Second Language Instruction, Barriers, Technology Integration, School Policy, Risk Management, Ethics, English (Second Language), Social Influences, Cultural Influences, Foreign Countries |
| Geographic Terms: | Philippines |
| ISBN: | 978-621-507-398-5 |
| Abstract: | This study examined the use of artificial intelligence (AI) tools in language learning from the perspectives of teachers and students. Using focus groups and interviews, the research discovered three key areas based on Chan's (2023) framework: pedagogy, operations, and governance. In pedagogy, findings highlight AI's role as a learning aid, the need to balance AI with human judgment, the promotion of responsible AI use, and its inherent limitations. Operational challenges include student overreliance on AI, reduced creativity, and concerns about the authenticity of learning. In the governance dimension, issues related to technical barriers, accuracy and reliability, accessibility, and the need for educator training were identified. The study underscores the necessity of institutional policies to guide AI integration in education. The findings suggest that institutions can develop tailored policy frameworks to address potential risks while leveraging AI's benefits. By establishing clear guidelines for ethical and effective AI use, educational institutions can foster an environment where AI enhances rather than hinders language learning, supporting responsible and innovative pedagogical practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679784 |
| Database: | ERIC |
| Abstract: | This study examined the use of artificial intelligence (AI) tools in language learning from the perspectives of teachers and students. Using focus groups and interviews, the research discovered three key areas based on Chan's (2023) framework: pedagogy, operations, and governance. In pedagogy, findings highlight AI's role as a learning aid, the need to balance AI with human judgment, the promotion of responsible AI use, and its inherent limitations. Operational challenges include student overreliance on AI, reduced creativity, and concerns about the authenticity of learning. In the governance dimension, issues related to technical barriers, accuracy and reliability, accessibility, and the need for educator training were identified. The study underscores the necessity of institutional policies to guide AI integration in education. The findings suggest that institutions can develop tailored policy frameworks to address potential risks while leveraging AI's benefits. By establishing clear guidelines for ethical and effective AI use, educational institutions can foster an environment where AI enhances rather than hinders language learning, supporting responsible and innovative pedagogical practices. |
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| ISBN: | 978-621-507-398-5 |
