EVALUATING THE IMPACT OF AI TOOLS ON ENGLISH LANGUAGE LEARNING OUTCOMES

Authors

  • Bozorova Zebuniso Qobiljon kizi Chirchik city 15th IDUM, English philology

Keywords:

Artificial intelligence, English language learning, AI tools, language education, personalized learning, adaptive learning, speech recognition, automated feedback, digital learning, language acquisition, educational technology, blended learning.

Abstract

This article evaluates the impact of artificial intelligence (AI) tools on English language learning outcomes. It explores how AI-powered technologies such as adaptive learning platforms, intelligent tutoring systems, and speech recognition software contribute to personalized learning, immediate feedback, and increased accessibility. The article also discusses challenges including over-reliance on technology, data privacy concerns, and issues of equity. Drawing on recent research and practical examples, it highlights the potential of AI to enhance English proficiency while emphasizing the importance of integrating human interaction for optimal language acquisition. Recommendations for future development and best practices in using AI tools in English education are also provided.

Downloads

Download data is not yet available.

References

Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.

Caliskan, A., Bryson, J. J., & Narayanan, A. (2017). Semantics derived automatically from language corpora contain human-like biases. Science, 356(6334), 183–186. https://doi.org/10.1126/science.aal4230

Chen, C. M., & Yang, S. C. (2021). Personalized learning system with multiple adaptive technologies for English learning. Educational Technology Research and Development, 69, 1437–1460. https://doi.org/10.1007/s11423-021-09977-9

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Huang, X., Chen, C., & Heffernan, N. (2020). Personalized learning: A review and future directions. Educational Technology & Society, 23(2), 1–12.

Kukulska-Hulme, A. (2020). Mobile-assisted language learning [Revised]. Language Learning & Technology, 24(3), 4–17.

Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language Learning & Technology, 17(3), 135–156.

Pennington, M., & Stewart, R. (2019). The impact of speech recognition technology on pronunciation learning: A review. Computer Assisted Language Learning, 32(5-6), 423–441. https://doi.org/10.1080/09588221.2018.1519024

Downloads

Published

2025-07-08

How to Cite

Bozorova Zebuniso Qobiljon kizi. (2025). EVALUATING THE IMPACT OF AI TOOLS ON ENGLISH LANGUAGE LEARNING OUTCOMES. Journal of Applied Science and Social Science, 15(07), 84–88. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/1454