Artificial Intelligence and English Language Learning: Exploring the Roles of AI-Driven Tools in Personalizing Learning and Providing Instant Feedback

Olusegun Oladele Jegede

Citation: Olusegun Oladele Jegede, "Artificial Intelligence and English Language Learning: Exploring the Roles of AI-Driven Tools in Personalizing Learning and Providing Instant Feedback", Universal Library of Languages and Literatures, Volume 01, Issue 02.

Copyright: This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study investigated the impact of AI-driven tools on English language learning, motivated by the increasing integration of artificial intelligence in education and the need for empirical evidence on its effectiveness. The purpose of the study was to explore how AI-driven tools personalize learning, provide instant feedback, and affect learner perceptions. Using a quantitative research design, data were collected from 200 students across four international schools via questionnaires. Three major findings emerged: AI-driven tools significantly enhanced personalized learning experiences, with 72.5% of students rating personalization highly; instant feedback from AI tools was found to be very helpful by 80% of students, leading to improved language acquisition progress; and 80% of students recommended AI-driven tools, citing increased enjoyment and engagement. The study concluded that AI-driven tools effectively support personalized learning and provide beneficial instant feedback, though challenges such as technical issues and the need for human interaction remain. It was recommended that educators integrate AI tools thoughtfully, ensuring a balance with traditional methods and addressing technical and accessibility concerns. Further research should investigate long-term impacts and optimal implementation strategies.


Keywords: Ai-Driven Tools, Personalized Learning, Instant Feedback, English Language Learning, Learner Perceptions.

Download doi https://doi.org/10.70315/uloap.ullli.2024.0102002