Eurasian Journal of Academic Research Volume 6 Issue 9 (2026) · pp. 34-38
The Role of Artificial Intelligence in Teaching English as a Second Foreign Language
Jakbarova, Nozima
Abstract
This article analyzes the role of artificial intelligence (AI) technologies in the process of teaching and learning English as a second foreign language based on scientific sources. The study examines the potential of AI-powered chatbots, adaptive learning platforms, automated written and spoken language analysis, individualized feedback systems, and generative artificial intelligence tools. Contemporary research indicates that AI technologies provide learners with opportunities to receive tasks tailored to their individual needs, obtain immediate feedback, and engage in additional communicative practice. A 2024 meta-analysis conducted by Xu and Wang included 40 empirical studies from 10 countries, involving 3,290 participants and 55 effect sizes, and found an overall effect size of g = 0.812 for AI interventions in English language learning [1]. Another meta-analysis synthesized 49 studies and 79 reports and estimated the overall standardized effect size of AI-based language learning interventions at approximately 0.982 [2]. At the same time, the use of AI tools involves challenges such as data privacy, academic integrity, inaccurate or unreliable responses, unequal access to technology, and the risk of misunderstanding the pedagogical role of teachers. The article argues that AI should not be regarded as a tool capable of completely replacing teachers, but rather as a pedagogical instrument that supports teachers’ methodological activities.
artificial intelligencesecond foreign languageEnglish languageEFLESLchatbotgenerative artificial intelli-genceChatGPTadaptive learningdigital pedagogy
Metadata source: the journal's OAI-PMH archive · Sindex does not store the full text; it links to the source.