BADEN FRANCIS T.

BUE BSED 2B
TECHNICAL WRITING
_____________________________________________________________________________________

Attitude Towards Artificial Intelligence in Language

Teaching: A Review of Related Literature

A. What is Language teaching?

According to Hoti, I., & Baja, O. (2016). Language teaching is a practice of honing student’s

knowledge through a curriculum that utilizes theory and practice while giving emphasis on reading,

speaking, writing, and grammar to achieve effective language understanding and communication.

Undoubtably teachers have a great role with regard to the learning outcome of the students which could

either ignite or diminish their will to learn (Mantiri, 2015).

The Spaniards colonized the Philippines in 1565-1770 but only a small part of the country was

influenced by the Spanish language (Pearson, 1969). However, the Americans colonized the Philippines

for only 48 years, and it was enough to influence the Filipinos to learn the English language and is still

being utilized as of this day (Constantino & Constantino, 1975).

Teaching is not a scientific matter but an art (Darwish, 2017). According to (Brosh, 1996) great

teachers are not born but are made. Experiences of teachers are uniquely defined from one teacher to

another which cannot be replicated (Darwish, 2017). Although this information is somewhat true but it is

still debatable.
 B. Key components of language teaching

Autonomous motivation plays a vital role in language teaching which makes intrinsic motivation

achieve significant effects (Ye Lisha, 2024). Extrinsic motivation in language learning fueled by external

factors such as passing an exam this is often fading (Ng, et al, 2015). Communicative Language Teaching

emphasizes fluency over accuracy encouraging learners to engage in meaningful conversations (Canale &

Swain, 1980). Furthermore, Mosa (2023) stated that the communicative language teaching approach

garners the highest mean effectiveness rating which indicated its success among L2 leaners. The rising

use of AI in language education poses potential benefits with the need of emphasizing responsible

implementation. (Mushthoza et al., 2023).

C. What is artificial intelligence?

Technology has been the backbone of human civilization (Arber, 2009) driving our relentless

pursuit of progress (Arber, 2009). Society has evolved from traditional teaching methods to the

integration of Information and communication technology (ICT), and now, from conventional learning to

ai-driven education, making learning more efficient and effective than ever before (Jiménez, 2024).

Artificial Intelligence (AI) plays an important role in language education. However, the applications of AI

in language learning is still largely under-investigated (Huang et al., 2023).

D. Ai in education

Artificial intelligence is a tool that mimics human thinking patterns enabling adaptive learning

this reduces the burden of the teachers which in turn shifts their role from sources of knowledge to

facilitators (Бобро, 2024). While Artificial Intelligence is significantly transforming the education sector is

has a number of advantages and challenges taking into account the ethics and human interaction

(Karroum et al., 2024). According to Zaman (2024) and Umar (2024) AI can create personalized learning

experiences which can adapt the content and pace of the learner to optimize learning outcomes,
administrative tasks, enhance feedback, and provide practical data analysis. However, Rabadanova et al.

(2024) also stated that AI can make people dependent on neural networks which deprives them of

utilizing and developing their knowledge, creativity, and self-sufficiency.

E. Ai in language teaching

According to Crompton et al. (2024). English is one of the most widely used language for job

seeking. English learners face many obstacles in gaining English language skills due to challenges such as

limited connections to English outside the language courses, lack knowledge of content (Tokoz-

Goktepe, 2014) Learners may also face withdrawal of participation due to language anxiety. (Cumming et

al., 2017) With the use of AI this removes some of the challenges that are present (Baranwal, 2022)

Integrating AI into English courses creates an advantage in terms of adaptability, interactivity, and

efficiency. (Luo, 2024). AI-driven language learning platforms encourage learners to engage more as they

are receiving accurate, automated feedback, allowing them to practice their pronunciation skills (Hsu et

al., 2021).

F. Teachers towards AI in language teaching

According to Yao and Huang (2024) teachers generally have a positive attitude towards ai-driven

applications as it is deemed easy to access. Recognizing its potential to enhance vocabulary, grammar,

and overall language skills, while advocating for better integration of AI in education (Widianingtyas et

al., 2023). However, the perception of teachers towards AI in language teaching is not one-sided. Rus et

al. (2024) stated that the digital divide and data privacy concerns are challenges that results to creating

barriers to adoption.

Furthermore, with the rise of AI educators are concerns with its ethical usage. AI could

potentially damage the teacher-student relationship due to the over-reliance on AI, which removes the

meaningful human elements in the learning process (Mariyono, et al., 2024).

 Additionally, Wecks et al. (2024) said that students who use AI tools scores lower in their

academic performance compared to non-users. Which is a concern that needs to be addressed due to

the potential negative impacts on their learning process, discipline, creativity, and critical thinking (Schei

et al., 2024).

G. Students attitude towards AI learning

Student’s attitude towards AI is ambiguous which ranges from positive impressions that

workload is lessened to skepticism of AI producing average quality work that needs correction

(Tikhonova & Ilduganova, 2024). The use of AI Chatbots is found helpful and motivating as it provides

immediate feedback with writing and academic tasks. Malik et al. (2023) Stated that AI platforms like

Grammarly offer grammar correction that students are using this results in fewer grammatical errors in

their essays which leads to higher engagement of these AI tools.

However, concerns are raised with the reliance of AI and its accuracy and reliability of the

responses from these AI chatbots Schei et al. (2024). ChatGPT has great potential as a language learning

tool but has some limitations as the developers have acknowledged that it may produce inaccurate

responses. (Barrot, 2023).

Additionally, Students are also worried that AI may diminish interpersonal relationships between

students and teachers. ((PDF) Student Perspectives on the Role of Artificial Intelligence in Education: A

Survey-Based Analysis, 2023). Human interaction plays an important role in language learning as it brings

a deeper understanding of emotional intelligence in which AI tools alone cannot fully replicate (Alharbi,

2023).

H. Benefits of AI in language teaching

 According to Umar, (2024) and Creely, (2024) the integration of AI in language teaching is a

transformative shift in language which has potential to enhance language acquisition and literacy this

enables learners to progress at their pace (Umar, 2024). Machine learning is a subset of AI that involves

training computer programs to learn and improve by consuming and gathering data without it being

directly programmed (Katiyar et al., 2024). Additionally, Jian (2023) stated that ML is used to create

learner models that capture key aspects of user’s knowledge, skills, abilities, and characteristics. These

models are then used to give students personalized learning experiences, and to help them learn about

other cultures (De La Vall & Araya, 2023).

Accessibility to AI tools such as chatbots, virtual tutors, and AI-driven simulations may improve

their work efficiency. which is convenient for them as it will shorten their time of work which they can be

more productive to do more task than usual (Zawacki-Richter et al., 2019). According to Luckin et al.

(2016). Repetitive tasks such as checking multiple-choice tests, attendance checking, inputting grades are

too much to handle while teaching. AI tools such as Turnitin, Edmodo, and ChatGPT can allow educators

to focus on more critical aspects of teaching. (Holmes et al., 2019).

Furthermore, Chen et al. (2020) stated that AI-driven analytics allow teachers to gain valuable

insights into their student’s performance and learning patterns. Reiss (2021) also said that it can figure

out where students struggle and provide interventions. Additionally, Wei (2023) stated that AI can make

learning engaging by incorporating interactive features into lessons such as gamified learning platforms.

For example, Neo Study allows learners to practice conversational skills in a low-pressure environment

while receiving instant feedback. Porter and Grippa (2020) Backs this up by saying that such interactive

experiences encourage participation and sustains interest in learning language.

I. Challenges of integrating AI in language teaching

AI systems may not be accurate and may experience failures such as connectivity issues, server crashes,

or incorrect output, which can disrupt learning outcomes (Crompton et al., 2024).

According to Godwin-Jones, R. (2019). AI systems gather vast amounts of user data which raises

significant concerns about data privacy. Issues arise with the potential misuse of these collected data

from the users’ creating risks in cybersecurity.

(Cukurova et al., 2019) and (Reinders, 2018; Ji et al., 2023) Stated that with the advancement of

AI, many educational institutions, particularly the low-funded regions, lack the capacity to integrate

advanced AI technology in language teaching. The digital divide exacerbates this inequality limiting the

access of advanced AI technology for the under-funded educational institutions which creates an

inequality for learners and teachers across the globe. (Exploring the AI Divide: Challenges and

Opportunities for Language Teachers | LinkedIn, 2023).

Moreover, Ji et al. (2024) state that AI chatbots lack the capacity to provide the emotional

intelligence necessitated for meaningful interaction. Learners may find such interactions as unnatural

which reduces the engagement and effectiveness in the learning environment leading to poor learning

outcomes (Taneja et al., 2022). Accent is another factor that AI language learning systems often show

weakness (Albaroudi et al., 2024; Fu et al., 2020). AI chatbots need to improve on teaching English

pronunciation this has always been challenging for non-native English speaker teachers. (Nangimah,

2020). Puyol-Antón et al. (2022), said that this can discourage learners due to the lack of inclusivity of

the accents of the learners.

J. Ethical considerations of AI teaching

The rapid advancement of artificial intelligence has made it easier to integrate it in educational

settings (Mohamed et al, 2024) While AI tools offer a plethora of advantages such as tailored content

delivery and assessment, concerns about academic integrity is raised. While AI tools enhance the
learning process it also raises concerns about the authenticity of work by the students (Khatri & Karki,

2023).

Accuracy may be a concern to the new adapting AI in teaching (Pan, 2024). According to

Shabara et al. (2024) when it comes to the accuracy and consistency of scoring writing assignments,

teacher’s exhibit a higher level of accuracy compared to ChatGPT having only a moderate level of intra-

rater reliability.

Additionally, Bella et al. (2023) brings attention the phenomenon of linguistic bias which is that

AI language models exhibit a bias towards the most widely spoken languages, which happens to be only

the 2-3% of the world’s languages. Which poses a threat to inclusivity and perpetuating language

inequality. (Mariyono et al, 2024).

AI language technologies, such as language models and machine translation systems, exhibit a

significant bias towards the most widely spoken languages, which represent only 2-3% of the world's

languages. This bias leads to uneven performance across different languages, even under similar testing

conditions

Lin et al. (2023) acknowledged that, the future of ai language teaching is easier to be taught to

students or humans as it adjusts their level of difficulty level such as apps like Duolingo and rosetta stone.

Solak (2024) Stated that students and teachers will be more involved with using AI in the future with its

impact on the teaching curriculum.

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