Artificial intelligence in L2 grammar learning: Perceptions and practices of Macedonian university foreign language learners

Artificial Intelligence in English Second-Language Acquisition: Roles, Challenges, and Optimization Pathways

Artificial intelligence (AI) is extending the range of input, feedback, practice and personalised support for English as a second language learning. AI has been applied widely in language education for automated writing evaluation, chatbot-based interaction, adaptive learning, and instructional assistance, and is now helping to enhance the efficiency of learning and student autonomy. However, the rapid development of AI has also brought about several issues, such as a lack of long-term studies, inconsistent integration into teaching, over-reliance on machine-generated answers, and unresolved ethical problems of privacy, bias and academic integrity. This paper examines the application of artificial intelligence in English as a foreign language learning and explores how to improve it. Based on narrative literature review and conceptual analysis of representative studies in AI-enhanced language education, this paper will collect relevant research results and point out existing deficiencies. According to the above analysis, AI will act as a support for teaching and learning, not a replacement for it. The future direction will be focused on personalised guidance, multimodal learning, stronger empirical validation, and responsible governance.

THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE SYSTEMS IN FOREIGN LANGUAGE TEACHING: CURRENT STATE AND PROSPECTS

An AI Free Method of Oral English Language Learning : A Study

The rapid growth of Artificial Intelligence (AI) and digital technologies has transformed the way languages such as English are learned and taught. Numerous applications, online platforms, and AI-powered tools now provide learners with opportunities to practice vocabulary, pronunciation, speaking, reading, and writing. However, digital learning is not equally accessible to all learners, particularly in rural and under-resourced regions of India where electricity, internet connectivity, and technological facilities may be unreliable or unavailable. In such contexts, technology-free language learning remains essential. This paper highlights the continuing significance of the teacher’s role in developing English language skills through oral practice, storytelling, discussions, language games, role-play, picture-based activities, and real-life communication. It argues that effective pedagogy, continuous practice, and teacher involvement can sustain meaningful English learning even without digital infrastructure.

Artificial Intelligence and Comprehensible Input in Second Language Acquisition

It is suggested that although AI tools provide sufficient comprehensible input, they do not consistently provide language at an optimal level as proposed by Krashen’s input hypothesis (i+1).

My Approach to Using Artificial Intelligence in English Language Teaching - A Human-Centered Framework for Language Learning and Teaching

Artificial intelligence is now a more and more common feature of second-language education, offering learners new chances to practice, to get instant feedback, and to work at a pace that can be designed for their own requirements. It can be used to help with conversational practice, writing, vocabulary building, pronunciation, and independent learning. Yet, the fast advancement of generative artificial intelligence has led to a number of significant questions concerning the role of teachers, the level of independence expected from learners, the quality of the feedback provided, academic integrity, privacy, bias, and the difference between interacting with an artificial intelligence system and communicating with a real person. This article outlines a methodology that is focused on the needs of the learner and on the learning goals, checks whether or not artificial intelligence provides a real instructional benefit, and then assigns the appropriate responsibilities to the technology, the learner, and the teacher. The approach includes a ten-stage instructional cycle, a structured five-step procedure for dealing with feedback generated by artificial intelligence, integrated development of the various language skills, teacher-led practice, independent learner production, and clear safeguards for responsible use. This methodology was created and recorded in the author’s 2026 book and has been further clarified in this article by linking it to existing research in the areas of second-language acquisition, adult learning, corrective feedback, learner production, and technology-supported language education. The framework presented is meant to provide educators equipped with a practical means of using artificial intelligence in order to increase opportunities for individualized practice without permitting the technology to take the place of human teaching or authentic communication.

Artificial Intelligence in English Language Teaching and Learning: A Scoping Review of Intelligent Computer-Assisted Language Learning (2015–2025)

The significance of this study is that it uses Intelligent Computer-Assisted Language Learning as an interpretive lens to make sense of a rapidly shifting field, offering a framework to help educators navigate modern generative tools.