AI, Translation, and Play: A Triad for Enhancing Early English Language Learning

Abstract

This paper aims to explore the role of translation, artificial intelligence and a play-based approach in teaching and learning the English language among first-grade students. The study was based on the authors’ personal observations conducted at a private school in Albania. The classrooms were diverse with students from different nationalities. Employing a descriptive approach, the observations were mainly focused on several types of outcomes: linguistic, comprehension and meaning-making, cognitive, pedagogical and interactional. The findings revealed a positive connection among the three core elements examined in this study. AI tools supported differentiated learning and students were able to learn independently; in addition, translation allowed students to grasp information and helped bridge the gap between their native languages and English; the play-based approach made lessons more enjoyable while being more inclusive and offering a comfortable environment for experimentation. This paper provides preliminary insights and argues that the relationship between AI, translation and play is worthy of study while taking possible limitations into consideration. Further research is needed with additional data collection and analysis built on these initial observations.