Study on the Role and Influence of AI in Personalized Learning for Second Language Acquisition

Yuxuan Li

doi:10.54097/wfe3gk31

Authors

Yuxuan Li

DOI:

https://doi.org/10.54097/wfe3gk31

Keywords:

Second Language Acquisition (SLA), Artificial Intelligence (AI), Educational Technology, Personalized Learning, Adaptive Learning.

Abstract

The combination of AI and second language acquisition can help to provide personalized teaching content and adjust learning more dynamically so that students can improve their learning efficiency and learning effect. Therefore, the use of AI in SLA has received widespread attention, but its accuracy and usability are still insufficient. This paper analyzes the particularity of SLA teaching and the application of AI in SLA, especially its potential to meet the unique needs of learners, optimize learning paths, and improve teaching efficiency. This paper concludes that the combination of teacher and AI is more ideal than the use of AI alone. Based on this, this paper proposes a new pedagogy that fully implements teacher-AI collaborative teaching in SLA. These improvements will promote a more effective language learning environment while strengthening the role of technology in supporting education, and these strategies will drive SLA teaching practices in a more personalized and technology-driven direction.

Downloads

Download data is not yet available.

References

Skehan P. Individual Differences in Second Language Learning. Studies in Second Language Acquisition, 1991, 13 (2): 275 - 298.

Kanwal R, Hussain M S, Farid A. Second language acquisition (SLA) and bilingualism: Impact of mother tongue on English as a second language (ESL) learner. Research Journal of Social Sciences and Economics Review, 2022, 3 (3): 100 - 111.

Peng H, Ma S, Spector J M. Personalized adaptive learning: an emerging pedagogical approach enabled by a smart learning environment. Smart Learning Environments, 2019, 6 (1): 1 - 14.

Zylich B, Lan A. Linguistic skill modeling for second language acquisition. LAK21: 11th International Learning Analytics and Knowledge Conference, 2021: 141 - 150.

Schroeder R C. Duolingo and HelloTalk: analyzing and evaluating language learning applications using SLA theory and user feedback, University of Illinois at Urbana-Champaign, 2021.

Slimani N, Jabal K. Language learning platforms: Connecting the dots around rosetta stone platform. European Journal of Education Studies, 2023, 10 (7).

Faradilla A, Daulay S H. Exploring Teachers’ Perception About Rosetta Stone as A Reading Teaching Media for Young Learners. Ethical Lingua: Journal of Language Teaching and Literature, 2023, 10 (2).

Murillo-Zamorano L R, López Sánchez J Á, Godoy-Caballero A L, et al. Gamification and active learning in higher education: is it possible to match digital society, academia, and students' interests? International Journal of Educational Technology in Higher Education, 2021, 18: 1 - 27.

Khan S A, Arif M H, Yousuf M I. A Study of Relationship between Learning Preferences and Academic Achievement. Bulletin of Education and Research, 2019, 41 (1): 17 - 32.

Zhai C, Wibowo S. A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students' interactional competence in the university. Computers and Education: Artificial Intelligence, 2023, 4: 100134.

Wang Y, Feng X, Guo J, et al. Benefits of effective pedagogical agents in multimedia instruction. Frontiers in Psychology, 2022, 12: 797236.

Nkomo L M, Daniel B K, Butson R J. Synthesis of student engagement with digital technologies: a systematic review of the literature. International Journal of Educational Technology in Higher Education, 2021, 18: 1 - 26.

Min B, Ross H, Sulem E, et al. Recent advances in natural language processing via large pre-trained language models: A survey. ACM Computing Surveys, 2023, 56 (2): 1 - 40.

Belda-Medina J, Kokošková V. Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM). International Journal of Educational Technology in Higher Education, 2023, 20 (1): 62.

Volpe G, Gori M. Multisensory interactive technologies for primary education: From science to technology. Frontiers in Psychology, 2019, 10: 440967.

Viberg O, Cukurova M, Feldman-Maggor Y, et al. Teachers' trust and perceptions of AI in education: The role of culture and AI self-efficacy in six countries. CoRR, 2023.