Bharati Vidyapeeth (Deemed to be University),

Centre for Distance and Online Education, Pune

School of Online Education

Project Report
On

“ARTIFICIAL INTELLIGENCE IMPLEMENTATION IN LANGUAGE

EDUCATION IN MADAGASCAR: INFORMATION TECHNOLOGY
MANAGEMENT CHALLENGES AND OPPORTUNITIES”

at

Speak’e-now

Submitted in Partial Fulfilment of the Requirements for the

Award of Degree of Master of Business Administration
(Online Mode) 2023 – 2024

Submitted by
Nirinasoa
Rahaingoniaina
(PRN No-2245100405)

Guided By
Prof. Deepali Bhoskar
 Certificate from the Company

This is to certify that Nirinasoa Rahaingoniaina, daughter of Laurent Jacques

Ramboaniarivoson, pursuing MBA (Online Mode) from Bharati Vidyapeeth (Deemed to be
University), Centre for Distance and Online Education, School of Online Education, Pune has
successfully completed the Capstone Project Report in our organization on the topic
titled, “Artificial Intelligence implementation in Language Education in Madagascar:
Information Technology Management challenges and opportunities” from 13/12/2023 to
31/01/2024.
During her project tenure in the organization, we found her a hard-working, sincere, and
diligent person and her behaviour and conduct was good. We wish her all the best for her
future endeavours.

Vonjiniaina Domohina Malala

Business strategist

Lot II A 103 Nanisana Iadiambola

Antananarivo – Madagascar
034 97 656 16 / 032 17 262 01
 Declaration

The project report entitled “Artificial Intelligence implementation in Language

Education in Madagascar: Information Technology Management challenges and
opportunities” submitted to Bharati Vidyapeeth (Deemed to be University), Centre for
Distance and Online Education, School of Online Education Pune in partial fulfilment of the
requirement for the award of the degree of MBA (Online Mode) is an original work carried
out under the guidance of Prof. Deepali Bhoskar. The matter embodied in this project is a
genuine work done by me to the best of my knowledge and belief and has not been
submitted before, neither to this University nor to any other University for the fulfilment of
the requirement of any course of study.

Nirinasoa Rahaingoniaina
PRN No - 2245100405
 Acknowledgement

Apart from my efforts, the success of my project depends largely on the encouragement and
guidelines of many others. I take this opportunity to express my gratitude to the people who
have been instrumental in the successful completion of this project.

I am gratefully indebted to our esteemed guide Prof. Deepali Bhoskar for her sincere
guidance and priceless support which would have been impossible for us to complete this
project.
I express my gratitude to the staff members of Bharati Vidyapeeth (Deemed to be
University), Pune who directly or indirectly helped me. I would also wish to express my
sincere gratitude to all my office colleagues at Speak’e-now. This appreciation is extended
to all my friends in the industry for their support along the journey, especially Eric Gabriel
Andriakalaniaina and Khetwayo Zulu.

Most importantly, I wish to thank God for providing me with the willpower, fortitude and
intellectual aptitude to complete this program.

Finally, I thank Centre for Distance and Online Education, Pune (CDOE) School of Online
Education (SOE) for giving me this golden opportunity to do my summer internship in
Speak’e-now.

Nirinasoa Rahaingoniaina
PRN No - 2245100405
 TABLE OF CONTENTS

Declaration ............................................................................................................................ iii

Acknowledgement ............................................................................................................... iv
Chapter 1 - INTRODUCTION ...............................................................................................
Overview .................................................................................................................. 1
Overview of industry ........................................................................................... 1
Profile of the Organization ................................................................................. 6
Problems of industry ......................................................................................... 7-8
SWOT Analysis of the organization ...................................................................... 8-9
Chapter 2 - RESEARCH METHODOLOGY ......................................................................
Overview ...................................................................................................................................... 11
Statement of the problem ........................................................................................................ 11
Objectives & Scope of Study ................................................................................... 11-12
Managerial usefulness of stud y ................................................................................... 12
Type of Research and Research Design ................................................. 12-13
Target population .......................................................................................................... 12-13
Sampling design ..................................................................................................................... 13
Data collection method .................................................................................. 13-14
Limitations of the Study .................................................................................... 14
Chapter 3 – CONCEPTUAL DISCUSSION ......................................................................
Review of Literature ..................................................................................... 17-23
New development of Company and Industry ................................................. 24
Chapter 4 - DATA ANALYSIS AND INTERPRETATION ............................................
Overview ...................................................................................................................................... 26
Methods and techniques of data analysis .............................................................. 26
Graphical Presentation of Primary data .............................................. 27-37
Chapter 5 - FINDINGS, SUGGESTIONS AND CONCLUSIONS ................................
Overview ...................................................................................................................................... 39
Findings and Suggestions ............................................................................ 39-44
Conclusion .............................................................................................................. 45
Chapter 6 – MY CONTRIBUTION TO THE BODY OF KNOWLEDGE .................... 47
Chapter 7 – REFERENCES ............................................................................................. 49-52
Sample Questionnaire ................................................................................................. ...53-56
 CHAPTER -1

INTRODUCTION
 INTRODUCTION

1.0 OVERVIEW
This chapter contains the general introduction to the research project, an overview of the industry, the
company profile and the problems of the industry. It also presents the SWOT analysis of the organization.

1.1 INTRODUCTION
The rise of technology brought forth a catalyst that marked the initiation of innovations designed to
streamline our daily existence. Termed as inventions, these novel concepts have significantly molded our
lives, rendering previously challenging tasks achievable. The progression of said technology has reached
new heights with the introduction of artificial intelligence (AI). The synergy between innovative ideas and
Artificial Intelligence has not only made once formidable tasks attainable but has also opened up avenues
for unprecedented possibilities. There is no doubt that AI has become a blessing to humanity and can be
employed and applied in many areas of life, and educational management is not an exception (Innocent
Chiawa Igbokwe, 2023).

Looking at the education industry, particularly the language teaching sector, it is undergoing a
transformative evolution, largely propelled by technology and AI advancements. AI is revolutioning the
industry by enabling educators, administrators, managers to make data-driven decisions, enhance
operational efficiency, and create a more personalized learning environment. The language teaching
industry now stands at a critical juncture, where the effective integration of AI and IT management not only
addresses current challenges but also opens avenues for innovative language education practices. In this
evolving landscape, institutions must explore the synergies between traditional teaching methodologies and
the advancements brought about by AI and IT management to deliver language education that meets the
changing expectations of learners and maintains a competitive edge in the global education market.

Artificial Intelligence

According to Wang (2018), AI refers to devices‘ or systems’ ability to think as human beings, having the
power and skills to learn, perceive, and decide rationally and intelligently. Benhamou and Janin (2018) state
that AI includes a collection of technologies that enable machines to act with a very high level of intelligence
1
similar to humans. Tredinnick (2017) describes AI as a cluster of technologies, and various computing
science approaches to make flexible rational decisions that align with unpredictable environmental
conditions.

AI encompasses various technologies such as machine learning, natural language processing, computer
vision, and robotics. These technologies enable AI systems to process and understand vast amounts of data,
recognize patterns, and adapt their behavior accordingly.

Machine learning, a subset of AI, plays a crucial role in enabling computers to learn from data without
explicit programming. By using algorithms and statistical models, machine learning algorithms can analyze
data, identify patterns, and make predictions or take actions based on the identified patterns.

Natural language processing (NLP) focuses on enabling computers to understand and interpret human
language. It involves the development of algorithms that can process and analyze text or speech, extract
meaning, and generate appropriate responses.

Computer vision involves teaching computers to interpret and understand visual information, such as
images and videos. By using techniques such as image recognition and object detection, AI systems can
analyze visual data and extract meaningful insights.

Robotics is another aspect of AI that combines hardware and software to create intelligent machines capable
of performing physical tasks. These machines can interact with their environment, make decisions, and
perform actions based on their programming and sensory inputs.

Understanding the capabilities of AI is crucial in comprehending its potential impact on school

administration and management. By harnessing the power of AI, educational institutions can streamline
administrative tasks, improve efficiency, and make data-driven decisions that enhance the overall
educational experience.

IT Management

Information Technology Management is known as the process of organizing, planning, directing, and
controlling how IT resources are used within an organization to achieve its operational objectives. This
includes managing hardware, software, data, and personnel involved in the implementation and

2
maintenance of said resources. IT management entails managing IT projects, guaranteeing the security and
integrity of information systems, making strategic decisions regarding the adoption and use of technology,
and providing support to users. Therefore, IT management plays a critical role in enabling organizations to
leverage technology effectively to improve efficiency, reduce costs, and gain a competitive advantage.
Many businesses now place a high priority on IT management in their strategic goals.

TABLE I- TYPES OF IT MANAGEMENT

Category Sub-category Function

IT Strategy The term “IT strategy” refers to the comprehensive plan that
a company develops to employ information technology to
further its objectives. It includes setting goals, allocating
funds, and laying up a schedule for implementing
technological solutions.
IT Governance

IT Portfolio An organization’s IT investments and resources are

Management managed through an IT portfolio management strategy to
maximize their value and fit with business objectives.

A framework called IT Service Management (ITSM)

IT Service focuses on providing IT services to meet customer
Management expectations by coordinating IT services with business
needs. To ensure customer satisfaction, ITSM requires
successfully and efficiently managing and delivering IT
services.

Monitoring network performance, identifying and resolving

Network
network problems, and managing network security are all
Management part of network management, which is the administration
and maintenance of computer networks.
IT Operations
Managing and maintaining computer hardware, software,
Systems
and systems is what systems management entails. Assuring
Management system security, managing system backups, and monitoring
and optimizing system performance are all included.

Information systems are protected from illegal access, use,

Security
disclosure, disruption, alteration, and destruction through the
3
 Management development, implementation, and monitoring of security
procedures.

The process of determining the goals, deliverables,

Project Planning
deadlines, and resources needed for a project is known as
project planning. It entails developing a road map to direct
the project from beginning to end while controlling risks and
IT Project maintaining quality.
Management

Resource To effectively and efficiently allocate, schedule, and use

Management the available resources, such as people, equipment, and
software, in order to accomplish project and organizational
goals is known as resource management in the field of
information technology.

Risk The process of locating, evaluating, and minimizing any

Management risks that can compromise an organization’s goals is known
as risk management. It entails prioritizing risks based on
analysis and taking proactive steps to minimize or eliminate
them.

Hardware The practice of supervising and maintaining a company’s

Management physical computing assets, including PCs, servers, storage
systems, and networking equipment, is referred to as
hardware management.
IT
Infrastructure
Planning, deploying, and maintaining software applications
Software over the course of their lifecycles is referred to as software
Management management. To ensure optimum performance and security,
it entails duties including version control, licensing,
patching, and
configuration management.

Storage Storage management refers to the procedures and tools

Management used to oversee and safeguard a company’s information
storage assets, such as its physical and virtual storage, data
backup, and disaster recovery systems.

Help Desk A central point of contact known as an IT Support Help Desk

aids users in resolving their IT-related difficulties and
4
 problems by offering technical support.
IT Support
End-user support is the term used to describe the help given
to individual users of computer systems or applications,
End-user Support
including technical problem-solving and troubleshooting.

The term “mobile device management” (MDM) refers to

Mobile
Device the control of mobile devices, including security,
Manage monitoring, and configuration, that are used for business.
ment

5
1.2 COMPANY PROFILE

History:
Founded in 2021, Speak'e-now emerged as a visionary language school dedicated to empowering Malagasy
citizens through a comprehensive language education. With a passion for breaking linguistic barriers, it sets
out to create a transformative learning experience that transcends traditional methods.

Vision:
A Malagasy registered entity, Speak'e-now envisions a world where Malagasy citizens confidently
communicate across linguistic boundaries, fostering global understanding and collaboration. The vision is
rooted in the belief that linguistic empowerment is the key to unlocking endless opportunities and enriching
lives.

Mission:
The mission at Speak'e-now is to equip learners with the required skills and confidence to thrive in diverse
linguistic environments. It strives to go beyond language proficiency, nurturing a community where cultural
understanding and effective communication converge.

Objectives:
• Spearheading innovative teaching methods by utilizing technology advancements to make language
acquisition efficient and enjoyable.
• Offering a comprehensive range of language courses to address the global needs of Malagasy
learners.
• Providing a team of passionate and experienced language coaches committed to creating an
engaging and effective learning environment.
• Fostering a strong sense of community through group activities, and collaborative projects.
• Actively engaging in social initiatives, including scholarships and support for local educational
projects, to make a positive impact on Malagasy society.

6
Functions:
Curriculum Development: Crafting a meticulously designed curriculum to ensure a cutting-edge learning
experience.
Instructor Excellence: Ensuring our team of language coaches brings cultural insights and expertise to the
classroom.
Community Building: Fostering a sense of community among learners through various interactive platforms
and collaborative activities.
Social Responsibility: Actively participating in social initiatives to contribute positively to Malagasy
society.
Continuous Evolution: Remaining at the forefront of language education by adapting and evolving to meet
the dynamic needs of learners.

Speak'e-Now is more than a simple language school; it is a commitment to shaping a linguistic landscape
that empowers individuals and fosters a globally connected community. It is a language learning method
based on speaking and listening practices. The program is designed to assist Malagasy citizens with a basic
knowledge of foreign languages (intermediate or advanced level) but face challenges in listening and/or
oral expression (often caused by anxiety, fear, shyness).
At Speak'e-now, the instructors accompany the students throughout the learning process to help them
achieve their goals, provide guidance, and build their confidence so they can communicate with ease. The
institution believes that staying motivated is the best way to learn a new language and allowing the human
brain to naturally process information without solely forcing it to memorize words or grammar rules.

1.2 PROBLEM OF THE INDUSTRY

On the one hand, the language learning global market size, including online and offline platforms, is valued
at USD 52 billion in 2022 and is expected to grow at a CAGR of 20% between 2023 and 2032. Numerous
drivers are contributing to this growth such as growing learning platform collaboration with educational
institutions, raising trend of e-learning, rising globalization and integration of AR and VR technologies with
language learning platforms (Global Market Insights, 2023).
On the other hand, the market size in Artificial Intelligence is projected to reach US$305.90bn in 2024. The
market size is expected to show an annual growth rate (CAGR 2024-2030) of 15.83%, resulting in a market
volume of US$738.80bn by 2030. In global comparison, the largest market size will be in the United States
forecasted at US$106.50bn in 2024 (Statista Market Insights, 2023).
7
The language learning industry boasts a diverse array of players, including traditional language schools,
online platforms, and mobile applications. Notable players include established institutions like Rosetta
Stone, Cambridge University Press, New Oriental Education & Technology Group Inc, Houghton Mifflin
Harcourt Company, McGraw-Hill Education Inc, Duolingo Inc, Berlitz Corporation, Busuu Online S.L,
Babble GMBH, Linguistica 360 Inc, Mondly

Furthermore, the language learning industry plays a significant role in contributing to the global economy.
In 2023, the language education sector contributed around $15 billion to the global GDP.

The industry is a substantial employer, supporting a considerable number of jobs worldwide. As of the latest
data, the language learning industry employs over 500,000 individuals globally.
This includes language instructors, curriculum developers, technology experts, and administrative staff
working across various educational institutions and online platforms.

The industry has become a truly global phenomenon, with practices and trends transcending geographical
boundaries. Online language learning platforms have experienced exponential growth, with a user base
exceeding 1.5 billion worldwide in 2023. Blended learning approaches, combining traditional classroom
settings with online resources, have gained popularity, providing flexibility and personalized
learning experiences.

1.5 SWOT ANALYSIS OF SPEAK’E-NOW

STRENGTHS
Innovative Teaching Methods: The commitment to spearheading innovative teaching methods using
technology enhances the efficiency and enjoyment of language acquisition.
Passionate Language Coaches: Having a team of passionate and experienced language coaches is a
significant strength, ensuring a high level of commitment and expertise in the learning environment.
Comprehensive Curriculum: The well-planned curriculum guarantees an outstanding learning
environment, catering to the specific needs of learners who are Malagasy and assisting with their language
autonomy.

8
Community Engagement: Fostering a strong sense of community through group activities creates a
supportive learning environment and encourages cultural understanding.

WEAKNESSES
Limited Focus: Speak'e-now seems primarily focused on addressing challenges related to listening and
oral expression. There may be a need to broaden the scope to cover other aspects of language proficiency.
Dependency on Technology: While utilizing technology is an advantage, there might be a weakness if
there is excessive reliance, potentially excluding individuals with limited access to digital resources.
Potential Resource Constraints: Actively engaging in social initiatives, including scholarships and
support for local educational projects, could strain resources and may need careful management to ensure
sustainability.

OPPORTUNITIES
Global Expansion: With a vision of fostering global understanding, there is an opportunity for Speak'e-
now to expand its reach beyond Malagasy citizens and cater to an international audience.
Partnerships: Collaborating with international language education organizations or forming partnerships
with global institutions can bring in new perspectives and resources.
Diversification of Courses: Offering a wider range of language courses could attract a more diverse
audience and address varied global needs.
Evolving Educational Landscape: Continuous evolution to meet dynamic learner needs positions Speak'e-
now to stay at the forefront of the evolving language education sector.

THREATS
Competitive Market: The language education sector is competitive, and Speak'e-now may face challenges
in differentiating itself from other language schools.
Socioeconomic Factors: Economic challenges in Malagasy society may impact the accessibility of
language education, potentially limiting the institution's outreach.
Cultural Sensitivity: Balancing cultural understanding in language education is crucial; failure to do so
might result in miscommunication or disengagement.
Adaptation Challenges: Remaining at the forefront of language education requires continuous adaptation,
and any resistance to change may hinder competitiveness.

9
CHAPTER – 2

RESEARCH
METHODOLOGY

10
2.1 OVERVIEW
This chapter presents the methodology that was used in the study. It describes the problem statement, the
objectives and scope of study, the managerial usefulness of study, the research design that would be
employed, target population, sample size, sampling procedures and research instruments. It also describes
the data collection procedure and provides a few insights on the limitations of the study.

2.1 STATEMENT OF THE PROBLEM

The rapid evolution of Artificial Intelligence applications in the education industry has posed intricate
challenges for IT management. Issues such as data privacy, security concerns, interoperability, and the
adaptation of existing infrastructure to accommodate AI technologies require meticulous examination.
Furthermore, the complexity of managing vast datasets, ensuring algorithmic transparency, and
addressing ethical considerations in AI-driven language education demands comprehensive analysis.

It is in sequel to the above highlighted problems that the researcher attempts to identify the challenges
and delineate the opportunities that the implementation of AI brings to the language education sector in
Madagascar. Understanding the mutually beneficial association between artificial intelligence and
language learning will not only contribute to surmounting obstacles but also open doors for inventive
resolutions that enhance the overall efficacy of language learning institutions and platforms.

2.2 AIM OF THE STUDY

The aim of this study was to assess the Information Technology Management challenges and
opportunities of Artificial Intelligence implementation in the language education sector in Madagascar.

2.3 OBJECTIVES AND SCOPE OF THE STUDY

The study was premised on the following objectives:
1. To assess the current state of Artificial Intelligence implementation in the language education sector
in Madagascar.
2. To identify the IT Management challenges in Artificial Intelligence implementation in the language
education sector in Madagascar.
3. To analyze IT Management opportunities and benefits of integrating Artificial Intelligence in the
language education sector in Madagascar.
11
 4. To explore the future considerations of Artificial Intelligence implementation in the language
education sector in Madagascar.

2.4 MANAGERIAL USEFULNESS OF THE STUDY

It is expected that the findings of this study will influence IT management practices, inform strategic
planning, and eventually contribute to the evolution of language education in this digital age. In summary,
the application of AI in language education, as seen from the viewpoint of IT management, represents a
changing environment in which pedagogy and technology converge to completely rethink the way languages
are taught and learned.

This research project aims to unravel the intricacies of this convergence, offering valuable insights for
stakeholders navigating the evolving terrain of AI-driven language education.

2.5 TYPE OF RESEARCH AND RESEARCH DESIGN

According to Borwankar (1995) a research design is the plan, structure and strategy and investigation
concaved so as to obtain search question and control variance. Moreover, Jahoda, Deutch & Cook affirm that
“a research design is the arrangement of conditions for the collection and analysis of data in a manner that
aims to combine relevance to the research purpose with. economy and procedure”. This study employed a
cross-sectional research design with a mixed-method approach. As cross-sectional studies are cheaper
and less time-consuming than many other types of study, they allow researchers to easily collect data that
can be used as a basis for further research. The design suitability is also seen in the fact that it involved taking
a sample of elements from a population of interest which is measured at a single point in time. On the other
hand, a mixed-method approach is used due to the unavoidable small sample size, thus considering
conducting qualitative research alongside the quantitative study provides additional context and depth to the
findings.

2.6 TARGET POPULATION

Polit and Hungler (1999) define population as the totality of all subjects that conform to a set of specifications,
compromising the entire group of persons that is of interest to the researcher and to whom the research results
can be generalized. Moreover, the target population in a study is the entire set of units for which the study
data are to be used to make inferences (Cox, 2013). According to Gall, Borg and Gall (2003), a target
population provides a solid foundation and first step upon which to build the validity and reliability of the
12
study The target population, also known as research population, is defined based on the research objectives
and the specific attributes under investigation. The target population of this research project consisted of
school managers, IT administrators, language teachers from different establishments such as language
schools, K-12 schools, higher education institutions, and online learning platforms.

2.7 SAMPLING DESIGN

The study employed convenient and purposive sampling techniques. Convenience sampling selects
participants conveniently present in the environment or close at hand (Sedgwick, 2013). In other words,
convenient sampling is a technique that selects respondents in view of availability and willingness to
participate in the study. In this research, seven (7) education institutions were conveniently sampled
according to their willingness to participate in the study. Purposive sampling was favored as participants were
sampled based on some pre-defined characteristics that make them the holders of the data needed for the
study. The key respondents such as school managers, IT administrators, language educators were purposively
sampled as they were deeply considered to be the holders of information on the Information Technology
Management challenges and opportunities of Artificial Intelligence implementation in the language education
sector in Madagascar.

2.8 DATA COLLECTION METHOD

This research project made use of primary and secondary data. Secondary data was collected from the use of
textbooks, magazines and journals, online articles and published previous research work. Secondary data is
the data collected from a tertiary, secondary or other different from the main source, which is the primary
source. Secondary data can be said to be the type of data that is collected from a researcher who has the same
research purpose and has collected data relating to the study.

We refer to primary data the data that has been generated by the researcher himself/herself for understanding
and solving the research problem. In enhancing the reliability and validity of research, the various sources of
primary data are of great help due to its consistency with the research questions, nonetheless, the various
ways to gather primary data can be time-consuming.
Primary data was accessed through the use of research instruments. A research instrument is a tool chosen
by the researcher to collect the required information. A survey instrument such as questionnaire was
designed in a way that meaningful results could be achieved by way of collecting data from the 7 purposively
13
selected participants within 7 conveniently chosen institutions. The questionnaire was divided into five parts:
demographic information, current state of AI implementation in language education in Madagascar, IT
Management challenges, IT Management opportunities and benefits, and future considerations. Copies of the
structured questionnaire, with several open-ended questions, were administered to the respondents by the
researcher.

2.9 LIMITATION OF THE STUDY

This study, while aiming to contribute valuable insights to the field, is not immune to certain limitations that
could impact the interpretation and generalization of its findings. Four key challenges have been identified,
each serving as a constraint on the study's scope and depth: sample size limitations, restricted access to
information, the insufficiency of prior studies in the research area, and time constraints.

Firstly, the limitation of sample size must be acknowledged. The study, constrained by the realities of
resource availability, operated within a specified sample size. While every effort was made to ensure the
statistical validity of the results, the inherent constraints may limit the generalization of the findings to a
broader population. A larger sample size could have potentially yielded more nuanced and reliable outcomes,
and this should be considered when interpreting the study's implications.

The issue of restricted access to information emerged as a noteworthy challenge. Despite diligent efforts to
procure relevant data from organizations and sources, limitations in accessibility posed a hurdle. This may
have implications for the comprehensiveness of the study, as the researcher had to navigate through
incomplete or limited information. The impact of this limitation should be taken into account when
considering the study's conclusions and recommendations.

Furthermore, the insufficiency of prior studies in the chosen research area is an inherent limitation. While the
novelty of the study offers an opportunity for groundbreaking contributions, the lack of a robust theoretical
framework derived from existing literature may limit the depth of analysis. Researchers should be mindful
of this constraint and approach the interpretation of results with an awareness of the study's pioneering nature.

Lastly, time constraints played a role in shaping the trajectory of this research. The dynamic nature of
academic timelines necessitated a balance between thorough investigation and meeting deadlines.
14
Consequently, there may be areas where the depth of analysis could have been further enhanced. Researchers
and readers alike should consider the temporal constraints when evaluating the study's comprehensiveness.

15
 CHAPTER - 3

Conceptual Discussion

16
3.0 OVERVIEW
The previous chapter presented the background to the problem that led to the study. It provided the
statement of the problem, stating the aim of the study, objectives, the scope of the study, the managerial
usefulness of the study, the type of research and research design, the data collection method, and the
limitations of the study. This present chapter reviews, among others, literature that is related to the topic
under investigation. The literature review is presented relative to the objectives of the study.

3.1 LITERATURE REVIEW

3.1.1 AI IMPLEMENTATION IN LANGUAGE EDUCATION

NATURAL LANGUAGE PROCESSING (NPL)

Natural Language Processing (NLP) is an area that combines AI and linguistics in general and is
concerned with the automated processing of human language. It addresses the generation and analysis of
written and spoken language, though speech processing is often regarded as a separate subfield. NLP can
be seen as the applied side of computational linguistics, the interdisciplinary field of research concerned
with formal analysis and modeling of language and its applications at the intersection of linguistics,
computer science, and psychology (Meurers 2012, 817)

MACHINE LEARNING (ML)

Machine Learning (ML) a type of AI that allows software applications to become more accurate at
predicting outcomes without being explicitly programmed to do so. Machine learning "helps us find
solutions to many problems in vision, speech, recognition, and robotics" (Alpaydin 2014, 3).

DEEP LEARNING (DL)

Deep Learning (DL) is a subfield of AI that uses Artificial Neural Networks (computing systems
resembling specific neural networks of a human's brain) to learn from extensive data sets (Schmidhuber,
2015, 86). Deep Learning mainly focuses on vision-based categories (e.g. distinction of images) but can
also be used for NLP purposes. AI based systems provide language learners with the environment where
they can choose their own path and pace of learning, and where learners can take more control over their

17
own learning. AI powered systems facilitate development of learner´s decision-making skills and lead to
their learning autonomy. Students can digitally connect with native speakers around the world or to use
IA-powered conversational tools (e. g. chatbots) to intensify their learning without a teacher´s personal
involvement. Language learners have more opportunities to be more active participants in the learning
process rather than passive recipients of knowledge. Teaching becomes more learner-centered, since
learners are expected to be able to make their own decisions and become responsible for their work more
independently. The teacher, on the other hand, abandons his/her previous position of the only authority
and decision-maker, to become rather a facilitator and supporter of learners (Pokrivcakova, 2019;
Bancheri, 2006; Rilling et al., 2005).

MACHINE TRANSLATION (MT)

Machine translation (MT) is the process when computer software is employed to translate a text (written
or spoken) from one natural language to another. For a long time, using MT tools for language learning
purposes has been limited due to a questionable quality of their outputs. Artificial intelligence
technologies like neural machine translation have improved the quality of machine translation
considerably and free-access web-based MT services resulted in millions of users using services such as
Google Translator, Translator Online, Foreign Word, Web Trance for their work or study every day. MT
can be a useful aid to language learning (Cook, 2010; Garcia, & Pena, 2011; Lee, 2020; Myers, 2000;
Niño, 2009; Rogers, 1996; Steding, 2009; White & Heidrich, 2013).

CHATTING ROBOTS (CHATBOTS)

Chatbots are communication tools that represent one example of human-machine interaction. A human
user and a computer (robot) are engaged in informal chat (in a written or spoken form) using a natural
language. Chatbots are most frequently utilized in marketing communication; however, they may be used
effectively in foreign language classrooms as well (Dargan, 2019; Jia, 2008; Kerly, Hall, & and Bull,
2007). Learners can learn through the process of direct communication with a robot. In addition, chatbots
can provide customized answers in response to learners´ messages, grade their performance, and provide
tips on what learners need to improve. The research conducted by Fryer and Carpenter (2006) showed
that most students enjoyed using the chatbots and they generally felt more comfortable conversing with
the bots than a student partner or teacher, which might seem a surprising finding. Jia and Chen (2008) in

18
their study investigated how a chatbot could be used to motivate learners to practice English. Results
revealed that students felt comfortable and believed that the approach could help them with language
learning. However, as Lotze (2018) argues, AI dialogic systems still need to meet some key criteria
(especially spontaneity, creativity, and shared knowledge) before they can serve as substitutes for a real-
life language teacher.

LANGUAGE SKILL AREAS DEVELOPED BY AI

Woo and Choi (2021), Chew and Chua (2020), Lee and Cho (2020) and Kao (2020) provided an overview
of the tools that have been developed for each of the skill areas (speaking, listening, writing,
pronunciation, grammar, vocabulary, and reading) with the type of tool (e.g., robots, mobile applications,
and virtual assistants) and AI technology.

Speaking and Listening are made better by the help of Al tools that include:
1- Intelligent personal assistants like Alexa by examining comprehensibility, usability, and
improvements in listening comprehension, speaking proficiency.
2- Programmable robots were used in group conversations.
3- Neural network (NN)-based dialogue system was used for free conversation practice.
4- An NN-based multimodal dialog system was also developed to holistically assess spoken language in
terms of delivery, content, vocabulary, and grammar.
With these tools, the learners became more confident, willing, and less anxious about speaking in English.
The learners also demonstrated gains in listening and speaking in terms of pragmatics, cohesion, word
concreteness, and use of grammatical patterns. Regarding perceptions, the learners indicated that the tools
were easy to use, authentic, comprehensible, and useful for language learning. (Choi, 2019 & Lee, 2021).

Pronunciation has been promoted due to the use of Deep learning algorithms. Pronunciation diagnosis,
training, and evaluation systems were developed using the attention mechanism and various types of NN
(e.g., convolutional, long- and short-term memory). For instance, a multimodal system illustrating speech
features, and an interactive tool generating personalized voice models have recently been developed.
These tools helped the learners improve their fluency, comprehensibility, tone, and pronunciation
accuracy. With regard to perceptions, the learners described these tools as interesting, easy to use, and

19
helpful for fluency, intonation, and tone training (Kao, 2020).

Writing has been enhanced, thanks to the tools included machine translators, software for free-form
writing, and a blended course with automated feedback on self-correcting tasks. There were also
specialized systems focused on citations and referencing and classifying sentences into rhetoric
categories. After using a feedback system, the learners also demonstrated significant improvements in
their essay drafts in terms of the organization, structure, coherence, supporting ideas, and conclusion.
Furthermore, regarding perceptions, the learners stated that these tools were effective, easy to use, and
useful/helpful for language learning (Wang, Petrina & Feng, 2017).

Reading: Machine learning was used to diagnose reading problems and push appropriate resources.
Additionally, an ML model was developed to identify pedagogical factors distinguishing high-achieving
from low-achieving readers to improve ESL reading instruction (Chew & Chua, 2020).

3.1.2 IT MANAGEMENT CHALLENGES WITH AI IMPLEMENTATION IN LANGUAGE

EDUCATION SECTOR
The following literature review explores the recent research on the challenges faced by IT managers in
integrating AI into language education and proposes potential solutions to address these challenges.

TECHNOLOGICAL COMPLEXITY AND INTEGRATION

One of the primary challenges in AI implementation in language education is the technological
complexity involved. Recent studies (Smith et al., 2023; Zhang & Wang, 2022) highlight the difficulties
IT managers encounter in integrating AI systems with existing educational platforms. The interoperability
issues between AI solutions and legacy systems often lead to compatibility problems and hinder seamless
integration.

DATA PRIVACY AND SECURITY CONCERNS

Data privacy and security emerge as critical concerns in AI implementation within the language education
sector. With the utilization of AI-powered language learning applications, sensitive student data is
collected and stored. Recent literature (Jones & Lee, 2024; Chen et al., 2023) underscores the challenges

20
faced by IT managers in ensuring compliance with data protection regulations while harnessing the
benefits of AI technologies.

TRAINING NEEDS
The skill gap between IT personnel and educators poses a significant challenge to AI implementation in
language education. Recent research (Garcia & Martinez, 2023; Kim et al., 2022) emphasizes the
importance of providing comprehensive training programs for IT staff and educators to effectively utilize
AI tools. Bridging this gap is essential for successful AI integration and optimal utilization of
technological resources.

ETHICAL CONSIDERATIONS
Ethical considerations surrounding AI implementation in language education are gaining prominence in
recent literature (Brown & Nguyen, 2024; Wang & Li, 2023). IT managers face challenges in addressing
biases inherent in AI algorithms, particularly in language processing tasks. Ensuring fairness,
transparency, and accountability in AI systems is imperative to mitigate biases and uphold ethical
standards in educational settings.

FINANCIAL CONSTRAINTS
The financial implications of AI implementation present a significant challenge for IT management team
in the language education sector. Recent studies (Park & Kim, 2023; Liu et al., 2022) highlight the need
for strategic resource allocation to support AI initiatives while balancing budget constraints. IT managers
must carefully assess the costs associated with AI adoption, including infrastructure, licensing, and
maintenance expenses.

3.1.3 IT MANAGEMENT OPPORTUNITIES AND BENEFITS WITH AI IMPLEMENTATION

IN LANGUAGE EDUCATION
This literature review aims to explore recent research findings from 2020 onward on the opportunities
and benefits that AI implementation offers in language education, with a focus on the role of IT
management in harnessing these advancements.

21
Enhanced Personalization and Adaptive Learning
Recent studies (Li et al., 2023; Wang & Liu, 2021) highlight the potential of AI to personalize learning
experiences in language education. IT managers can leverage AI algorithms to analyze student data and
provide tailored learning materials and feedback, thereby enhancing engagement and effectiveness.
Adaptive learning systems powered by AI can dynamically adjust content delivery based on individual
learner needs, optimizing learning outcomes.

Automation of Administrative Tasks

AI technologies offer opportunities for automating routine administrative tasks in language education
institutions. Research by Zhang et al. (2020) demonstrates how AI-driven chatbots can streamline
administrative processes such as course enrollment, scheduling, and student support services. IT
managers can implement AI-powered systems to reduce manual workload, improve efficiency, and
allocate human resources more strategically.

Augmented Teaching and Learning Resources

The integration of AI opens up avenues for enriching teaching and learning resources in language
education. Recent advancements in Natural Language Processing (NLP) and machine translation
facilitate the development of AI-driven language learning applications (Chen & Wang, 2022; Park et al.,
2021). IT managers play a crucial role in selecting and implementing AI tools that augment educators'
capabilities and provide learners with interactive and immersive language learning experiences.

Real-Time Feedback and Assessment

AI-powered assessment tools enable real-time feedback and performance evaluation in language
education. Studies by Kim et al. (2020) and Garcia et al. (2022) demonstrate how AI algorithms can
analyze language proficiency and provide instant feedback on grammar, pronunciation, and vocabulary
usage. IT managers can integrate these tools into learning platforms to enhance formative assessment
practices and support continuous improvement in language skills.

Data-Driven Decision Making

AI implementation generates vast amounts of data that can be leveraged for informed decision making in

22
language education. Research by Brown et al. (2021) emphasizes the role of IT managers in harnessing
data analytics and machine learning techniques to gain insights into student learning patterns, course
effectiveness, and institutional performance. Data-driven decision making enables proactive interventions
and strategic planning to optimize educational outcomes.

23
NEW DEVELOPMENT OF SPEAK’E-NOW

Speak'e-now wishes to:

• introduce immersive virtual reality (VR) language labs, allowing students to practice language skills
in realistic simulated environments. These VR labs offer interactive scenarios such as virtual cafes,
marketplaces, and travel destinations, enhancing language acquisition through experiential learning.
• create a mobile learning app with features such as gamified language exercises, social learning
communities, and offline learning capabilities. The app will provide convenient access to language
lessons anytime, anywhere, catering to the mobile lifestyle of modern learners.
• implement AI algorithms to create personalized learning paths for each student based on their
proficiency level, learning style, and goals.
• offer professional development workshops and training programs for language instructors, focusing
on innovative teaching methodologies, technology integration, and cultural competence.
• facilitate virtual cultural exchange programs where students interact with peers from different
countries, sharing language, customs, and perspectives. These programs promote cross-cultural
communication, empathy, and global citizenship.
• launch a dynamic content creation platform where students and instructors can collaborate to create
and share multimedia language learning resources. This platform fosters creativity, community
engagement, and a sense of ownership in the learning process.

24
 CHAPTER -4

DATA ANALYSIS &

INTERPRETATION

25
 DATA ANALYSIS AND INTERPRETATION

4.0 OVERVIEW
This chapter is all about the analysis of the findings that were obtained from the study on the “Information
Technology Management challenges and opportunities of Artificial Intelligence implementation in the
language education sector in Madagascar.” This chapter will avail all the data collected from the
participants of the study, through the use of questionnaires to answer the specific research questions.
The themes on which the chapter will be centered are on the following research questions:
1. What is the current state of Artificial Intelligence implementation in the language education sector?
2. What are the IT Management challenges in Artificial Intelligence implementation in the language
education sector?
3. What are IT Management opportunities and benefits of integrating Artificial Intelligence in the
language education sector?
4. What are the future considerations of Artificial Intelligence implementation in the language education
sector?

The above listed questions were investigated introspectively and by the utilization of 7 respondents
consisting of IT managers, school administrators and language educators from seven different institutions
in Madagascar. The chapter first presents the characteristics of the respondents as recorded during the
data collection process and then gives the views of the respondents regarding the specific research
questions of the study.

4.1 METHODS AND TECHNIQUES OF DATA ANALYSIS

In this study, the researchers used SPSS to analyze several data by way of generating statistical
information in the form of charts and graphs. Moreover, thematic analysis was used to identify the
potential IT Management challenges and opportunities of integrating AI in language education in
Madagascar based on the perspectives of respondents from 7 different institutions. Thematic analysis has
been widely used in qualitative research to identify patterns and themes in data (Braun & Clarke, 2006).

26
4.2 CHARACTERISTICS OF RESPONDENTS
This section presents the background characteristics of some of the key respondents in the study.
Demographic information provides data regarding research participants and is necessary for the
determination of whether the individuals in a particular study are a representative sample of the target
population for generalization purposes. The researcher sought to obtain information on role, type of
institution, and experience with Artificial Intelligence.

Observation:

57.1 % of the respondents were language educators.

28.6 % of the respondents were school administrators.

14.3 % of the respondents were IT Managers/Administrators.

27
Observation:

71.4 % of the institutions were language schools.

14.3 % of the institutions were online learning platforms.

14.3 % of the institutions were K-12 schools.

28
Observation:

57.1 % of the institutions had no experience with AI.

42.9 % of the institutions were beginner users of AI.

29
4.3 CURENT STATE OF AI IMPLEMENTATION IN LANGUAGE EDUCATION

Observation:

100% of institutions affirm not utilizing AI in their language teaching.

Part 2: Current state of Artificial intelligence implementation

2.2- If YES, please briefly describe the AI applications used (e.g. chatbots, language analysis tools,
adaptive learning systems)

7 responded NO.

30
4.4 IT MANAGEMENT CHALLENGES WITH AI IMPLEMENTATION IN LANGUAGE
EDUCATION

Observation:

57.1 % believe in staff training on AI technologies, budget constraints, technical issues and
system compatibility to be the challenges in AI implementation in language education.

42.9 % of the institutions consider integration with existing systems the challenge in AI
implementation in language education.

14.3 % affirm that data security concerns are the most common challenge in AI
implementation in language education.

31
Part 3: IT Management Challenges
3.2-Please provide details on any specific challenges you've faced and how they were addressed or
could be addressed

Response 1:
Integration Complexities: Develop a well-thought-out integration plan, ensuring compatibility with
existing systems. Invest in middleware solutions if necessary. Collaborate closely with vendors and
internal IT teams to streamline the integration process.
Technical Support: Establish a responsive support system for users. Provide training programs and
documentation for both IT staff and end-users. Implement automated monitoring tools to identify and
address issues promptly.

Response 2:
We are only on facebook messenger for now as a learning tool. Integrating chatbots powered by AI into
messenges will surely need some ressources as technical skills, developper and money.

Response 3:
The main challenges we are facing is staff training. We are lacking knowledge on AI technologies.

Response 4:
In our language school we have not yet used artificial intelligence for teaching, but we use Zoom and
Google Meet for teaching online. However, we plan to develop our own platform in the future in order to
manage the distribution of courses and lessons to students. For the the moment, we have not yet
encountered any major challenges. However, in my opinion, the main challenge linked to the use of
artificial intelligence lies in the fact that there will be no direct interaction. Indeed, for language learning,
interaction with professors and students is essential, because intelligence artificial cannot identify whether
students are truly motivated in the course. This could be a crucial aspect to consider when the
implementation of new teaching technologies.

32
4.5 IT MANAGEMENT OPPORTUNITIES AND BENEFITS IN AI IMPLEMENTATION IN
LANGUAGE EDUCATION

Observation:

85.7 % observed that enhanced personalized learning experiences represent the opportunity
or benefit received in implementing AI in language education.

71.4 % consider increased efficiency in language teaching to be the opportunity or benefit

received in implementing AI in language education.

28.6 % believe that improved student engagement is one of the opportunities or benefits
received in implementing AI in language education.

Streamlined administrative tasks and advanced analytics for performance assessment

represent 14.3 % each.

33
Part 4: Opportunities and Benefits
4.2-Please share any notable successes or positive outcomes resulting from the use of Artificial
Intelligence in language education at your institution

Response 1:
Personalized Learning, Automation of Administrative Tasks, cost efficiency.

Response 2:
Promotion of learner-based learning that put the student at the center of the learning experience.

Response 3:
Opening to another opportunity.

Response 4:
Cost reduction: We believe implementing AI in language education would help our students learn faster
and will help us reduce the cost in the long run.

Response 5:
In our language school, we have not yet integrated artificial intelligence for teaching. However, I have
that many platforms, such as Duolingo, have seen success using elements of artificial intelligence in
language learning. These platforms have succeeded in delivering experiences personalized and adaptive
learning, which has contributed positively to learner engagement. Although we have not yet experienced
these successes directly, these examples prove that artificial intelligence can play a significant role in
improving language teaching.

34
4.6 FUTURE CONSIDERATIONS

Part 5: Future Considerations

5.1-What additional AI applications or functionalities do you envision implementing in the future
for language education?

Response 1:

Adaptive Content Creation: AI algorithms could assist in generating personalized learning materials,
adapting content to suit individual learning styles, preferences, and proficiency levels.

Response 2:

Chatbots that can simulate real-time interactions.

Response 3:

Additional functionalities must include interaction of the student with technology in any language.

Response 4:

Scalable system

Response 5:

In the future, we plan to integrate more applications and features additional artificial intelligence to
enrich the experience language teaching in our school. Among these, we explore the possibility of
implementing advanced voice recognition systems to improve pronunciation practice. In addition, we
consider adopting semantic analysis technologies for better evaluation in-depth student
contextual understanding.

35
Observation:

71.4% plan to employ specific IT management strategies to overcome potential challenges in

future AI implementations.

28.6% plan not to utilize specific IT management strategies to overcome potential challenges
in future AI implementations.

Part 5: Future Considerations

5.2- Are there any specific IT management strategies you plan to employ to overcome potential
challenges in future AI implementations? If YES, what are they?

Response 1:

Agile Project Management: Adopt agile methodologies to enhance flexibility and adaptability in AI
projects. Frequent iterations and feedback loops can help in identifying and resolving issues early in the
implementation process.
36
Response 2:

Enhances IT project planning, Improved monitoring and administration of IT system and Improved
auditing.

Response 3:

Absolutely! We are fully committed to deploying strategies to information technology (IT) management
that goes beyond the ordinary. Our approach will include the creation of advanced data security protocols
data, in-depth training of our staff for mastery optimal use of new technologies, and the development of
an infrastructure decidedly solid. We are convinced that this proactive approach will be the key to
successfully meeting the challenges associated with the future integration of artificial intelligence in our
language school, thus propelling us towards an innovative and effective educational future.

37
 CHAPTER – 5

FINDINGS, SUGGESTIONS
AND CONCLUSION

38
 FINDINGS

5.0 OVERVIEW
This section discusses the findings as presented in the previous section. The section further makes
suggestions and conclusions drawn from the findings of the study. In this chapter, like the preceding
chapter, data has been organized and discussed according to the sequence of the four objectives of the
study starting with the assessment of the current state of Artificial Intelligence implementation in the
language education sector, followed by the identification of the IT Management challenges in Artificial
Intelligence implementation in the language education sector, the analysis of the IT Management
opportunities and benefits of integrating Artificial Intelligence in the language education sector. Finally,
exploring the future considerations in the implementation of Artificial Intelligence in the language
education sector in Madagascar.

5.1 CURRENT STATE OF ARTIFICIAL INTELLIGENCE IMPLEMENTATION

The research findings reveal a significant disparity between the potential of artificial intelligence (AI)
and its current utilization in language teaching methodologies among the surveyed institutions in
Madagascar. Notably, a comprehensive 100% of the institutions acknowledged their non-utilization of
AI in their language teaching approach. This observation underscores a substantial gap between the
available AI technologies and their integration into language education practices.

The absence of AI implementation in language teaching approaches suggests several implications for the
field of education. Firstly, it highlights a potential reluctance or lack of awareness among institutions
regarding the benefits and opportunities offered by AI in enhancing language learning outcomes.
Secondly, it underscores the need for greater investment in research, development, and dissemination of
AI-driven tools and resources tailored specifically for language education contexts. Lastly, it emphasizes
how critical it is to remove obstacles to the wider use of AI, including those related to cost, accessibility,
and technical know-how, in order to promote the more extensive incorporation of AI technology into
language teaching methods.

39
5.2.1 IT MANAGEMENT CHALLENGES WITH AI IMPLEMENTATION IN LANGUAGE
EDUCATION
In assessing IT management challenges in the implementation of artificial intelligence (AI) in language
education in Madagascar, the research revealed a multifaceted landscape of obstacles and concerns. A
majority of respondents, comprising 57.1%, identified several key challenges, including the need for staff
training on AI technologies, budget constraints, technical issues, and system compatibility. These
challenges highlight the complexity of integrating AI solutions into existing language education
frameworks and underscore the importance of investing in staff development and infrastructure to support
successful implementation.

Furthermore, 42.9% of institutions cited integration with existing systems as a significant challenge. This
observation emphasizes the importance of developing comprehensive integration plans and fostering
collaboration between vendors and internal IT teams to ensure seamless compatibility between AI
technologies and established educational systems.

Additionally, 14.3% of respondents expressed concerns about data security, recognizing the importance
of safeguarding sensitive information in AI-driven language education initiatives. Addressing these
concerns requires robust security measures and adherence to data protection regulations to mitigate
potential risks and build trust among stakeholders.

Specific challenges faced by respondents varied, with issues such as staff training, technical skills, and
resource allocation emerging as common themes. Strategies to address these challenges included
developing responsive support systems, providing training programs, and collaborating with vendors to
leverage external expertise.

Moreover, while some institutions have yet to explore AI implementation in language education, others
have begun experimenting with AI-powered tools, such as chatbots on platforms like Facebook
Messenger. However, these endeavors require careful resource allocation and technical expertise to
ensure successful integration and maximize the benefits of AI technologies in language learning contexts.
40
In summary, addressing the IT management obstacles associated with implementing AI in language
learning requires a comprehensive strategy that includes personnel development, financial planning,
technical assistance, and data protection protocols. Institutions may harness AI's transformational
potential in improving language education results while skillfully navigating the implementation's
complexity by proactively addressing these issues and utilizing creative solutions.

5.2.2 IT MANAGEMENT OPPORTUNITIES IN AI IMPLEMENTATION IN LANGUAGE

EDUCATION
Respondents' insightful comments were uncovered when the possibilities and advantages of using
artificial intelligence (AI) in language instruction were examined. The possibility for improved
individualized learning experiences was cited by a sizable majority—85.7%—as a major opportunity or
advantage resulting from AI integration. This finding highlights the revolutionary power of AI-driven
tools and resources in customizing learning experiences to meet the needs of each individual student,
resulting in increased efficacy and engagement in language acquisition.

Moreover, 71.4% of respondents identified increased efficiency in language teaching as another notable
opportunity or benefit associated with AI implementation. This recognition reflects the potential of AI
technologies to streamline instructional processes, automate administrative tasks, and optimize resource
allocation, ultimately enhancing the overall efficiency and effectiveness of language education delivery.

Furthermore, 28.6% of respondents emphasized the role of AI in improving student engagement, signaling
a growing recognition of the importance of interactive and immersive learning experiences in fostering
learner motivation and participation. Additionally, 14.3% of respondents cited opportunities such as
streamlined administrative tasks and advanced analytics for performance assessment, highlighting the
potential for AI to facilitate data-driven decision-making and enhance administrative efficiency in
language education settings.

Notable positive outcomes resulting from AI implementation in language education in Madagascar varied
among respondents. Responses included the promotion of learner-centered learning approaches, cost
reduction through automation and efficiency gains, and the potential for personalized and adaptive

41
learning experiences. While some institutions have yet to integrate AI into their language teaching
practices, examples from platforms like Duolingo demonstrate the transformative impact of AI in
enhancing learner engagement and outcomes in language education.

Overall, the findings highlight the diverse range of opportunities and benefits associated with AI
implementation in language education, from personalized learning experiences to increased efficiency
and student engagement. These insights underscore the potential for AI to revolutionize language
education practices, empower educators, and enrich the learning experiences of students in diverse
educational settings.

5.2.3 FUTURE CONSIDERATIONS

Exploring future considerations regarding IT management strategies for overcoming potential challenges
in AI implementations yielded insightful observations from respondents. The majority, comprising
71.4%, expressed intentions to employ specific IT management strategies to navigate future AI
implementations. This proactive stance reflects a recognition of the importance of strategic planning and
resource allocation in ensuring successful integration of AI technologies into language education settings.

Among the strategies proposed by respondents, agile project management emerged as a prominent
approach, with an emphasis on enhancing flexibility and adaptability in AI projects. By adopting agile
methodologies, institutions aim to facilitate frequent iterations and feedback loops to identify and address
challenges early in the implementation process, thereby maximizing the likelihood of successful
outcomes.

Additionally, respondents highlighted the importance of enhancing IT project planning, monitoring, and
administration to effectively manage future AI implementations. Improved auditing and data security
protocols were also identified as essential components of IT management strategies aimed at mitigating
risks and safeguarding sensitive information in AI-driven educational initiatives.
Moreover, a smaller percentage of respondents, representing 28.6%, indicated their intention not to utilize
specific IT management strategies to address future AI implementation challenges. However, the

42
majority's proactive approach underscores a commitment to embracing innovative solutions and proactive
measures to overcome potential obstacles and drive positive outcomes in AI integration efforts.

One respondent articulated a comprehensive approach to IT management, emphasizing the importance of

advanced data security protocols, staff training, and infrastructure development. This proactive strategy
reflects a forward-thinking mindset and a dedication to leveraging technology effectively to propel
educational innovation and effectiveness in language education.

Overall, the findings highlight how crucial proactive IT management and strategic planning are to
successfully overcoming the challenges of implementing AI in language instruction. Institutions can set
themselves up for success in leveraging the transformative potential of AI to improve teaching and
learning experiences in language education settings by implementing agile methodologies, improving IT
project planning and administration, and placing a high priority on staff training and data security.

43
 SUGGESTIONS

Based on the findings, the study has the following suggestions.

• Institutions should prioritize raising awareness among educators about the benefits of AI in
language education.

• Encourage investment in research and development tailored to AI-driven language education

tools.

• Allocate budget resources for staff development and infrastructure upgrades.

• Develop training programs to enhance staff proficiency in AI technologies.

• Foster collaboration between vendors and internal IT teams to ensure seamless integration with
existing systems.

• Develop comprehensive integration plans to address compatibility challenges.

• Implement robust security measures and adhere to data protection regulations.

• Build trust among stakeholders by prioritizing data security in AI-driven language education
initiatives.

• Leverage AI to customize learning experiences and enhance language acquisition for each student.

• Embrace agile methodologies to facilitate flexibility and adaptability in AI projects.

• Encourage frequent iterations and feedback loops to address challenges early in the
implementation process.

• Improve auditing and data security protocols to mitigate risks in AI-driven educational initiatives.

• Enhance IT project planning and monitoring to effectively manage future AI implementations.

By addressing these challenges and leveraging the opportunities presented by Artificial Intelligence in
language education, institutions in Madagascar can revolutionize teaching and learning experiences,
ultimately enhancing language acquisition outcomes for students.

44
 CONCLUSION

In conclusion, this project has shed light on the current state, challenges, opportunities, and future
considerations surrounding the implementation of artificial intelligence (AI) in language education within
Madagascar. The findings reveal a significant gap between the potential of AI and its utilization in
language teaching methodologies among surveyed institutions. Notably, the absence of AI
implementation underscores the need for increased awareness, investment, and proactive measures to
bridge this disparity.

The identified IT management challenges, including staff training, budget constraints, technical issues,
system compatibility, and data security concerns, highlight the complexity of integrating AI solutions
into existing language education frameworks. However, amidst these challenges lie numerous
opportunities for enhancing language education outcomes. Leveraging AI technologies can lead to
improved individualized learning experiences, increased teaching efficiency, enhanced student
engagement, and streamlined administrative tasks.

Looking ahead, it is imperative for institutions to adopt proactive IT management strategies and embrace
innovative approaches to overcome challenges associated with AI implementation. Agile project
management, enhanced IT project planning, and a commitment to staff training and data security are
crucial components of successful AI integration efforts. By addressing these challenges and capitalizing
on the opportunities presented by AI, institutions can revolutionize language education practices,
ultimately empowering educators and enriching the learning experiences of students across Madagascar.

In summary, this project highlights the transformative potential of AI in language education and
emphasizes the importance of strategic planning, investment, and collaboration in realizing this potential.
By embracing AI-driven solutions and proactive IT management practices, institutions can pave the way
for a future where technology enhances teaching and learning experiences, ultimately shaping a more
effective and inclusive language education landscape in Madagascar.
45
 CHAPTER -6

MY CONTRIBUTION TO THE BODY

OF KNOWLEDGE

46
 MY CONTRIBUTION TO THE BODY OF KNOWLEDGE

Through the completion of the project report on the implementation of artificial intelligence (AI) in
language education in Madagascar, and my internship at the language school Speak'e-Now, I not only
gained valuable insights but also made substantial contributions to the existing knowledge in this field.

• I have provided valuable insights that contribute to both academic discourse and practical
applications.
• I have illuminated a critical gap between the potential of Artificial Intelligence and its utilization
in language teaching methodologies, particularly within the context of Madagascar.
• In addition to challenges, I have also emphasized the opportunities presented by AI technologies
in language education.
• My project report serves as a valuable resource for educators, policymakers, business managers
and researchers seeking to harness the potential of AI to enhance language learning outcomes.

47
CHAPTER -7

REFERENCES

48
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 SAMPLE QUESTIONNAIRE

Survey on Artificial Intelligence (AI) implementation in Language Education: Information

Technology Management challenges and opportunities.

Dear Respondent, my names are Rahaingoniaina Nirinasoa, a student of Master of Business

Administration (MBA) with a specialization in Information Technology Management at Bharati
Vidyapeeth deemed to be University, Pune, India; currently undertaking research on the IT Management
challenges and opportunities of Artificial Intelligence implementation in language education. I humbly
request you to spend 10 minutes of your time to answer the questionnaire. The data to be collected is
purely for academic purposes and shall be treated with utmost confidentiality. Your contribution is
highly appreciated.

INSTRUCTIONS :
• Indicate answers to questions by ticking in the boxes provided.
• For the sake of confidentiality, do not write your name on the questionnaire.

Part 1 : Demographic Information

1. Role:
Language Educator
IT Manager/Administrator
School Administrator
Other (please specify) …………………………………

2. Institution Type:
Language School
K-12 School
Higher Education Institution
Online Learning Platform
Other (please specify) ..………………………...

53
 3. Experience with Artificial intelligence (AI)
None
Beginner
Intermediate
Advanced

Part 2: Current state of Artificial Intelligence implementation

1. Is your institution currently utilizing Artificial Intelligence in language education?

YES
NO

2. If YES, please briefly describe the AI applications used (e.g. chatbots, language analysis tools,
adaptive learning systems,etc.).
……………………………………………………………………………………………………………………
………………………………………………
………………………………………………………………………………….
Part 3 : IT Management Challenges
1. What challenges have you encountered in implementing AI in language education from an IT
management perspective? (Check all that apply).

Integration with existing systems

Data security concerns
Staff training on AI technologies
Budget constraints
Technical issues and system compatibility
Ethical considerations in AI usage
Other (please specify) ………………………………………………………...

54
 2. Please provide details on any specific challenges you've faced and how they were addressed.
…………………………………………………………………………………………………………………………
………...………………………………………………………………………………………………………………
…………………...……………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
……………………………………..……………………………………………………………………………………

Part 4 : IT Management Opportunities and Benefits

1. What opportunities or benefits have you observed in implementing AI in language education? (Check
all that apply)

Enhanced personalized learning experiences

Improved student engagement
Streamlined administrative tasks
Advanced analytics for performance assessment
Increased efficiency in language teaching
Other (please specify) ………………………………………………………...

2. Please share any notable successes or positive outcomes resulting from the use of Artificial
Intelligence in language education at your institution.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………

Part 5 : Future Considerations

1. What additional AI applications or functionalities do you envision implementing in the future for
language education?
…………………………………………………………………………………..
………………………………………………………..........................................

55
2. Are there any specific IT management strategies you plan to employ to overcome potential challenges
in future AI implementations?

YES
NO

If YES, what are they?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………

THANK YOU !

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