The Impact of Artificial Intelligence on Second Language Acquisition Experiences
Journal
EAI/Springer Innovations in Communication and Computing
Emerging Technologies in Applied Engineering and Education
ISSN
2522-8595
2522-8609
Date Issued
2026
Author(s)
Zambrano Jhon
Type
Resource Types::text::conference output::conference proceedings::conference paper
Abstract
Artificial intelligenceArtificial intelligencein educationArtificial intelligence in education has transformed foreign language learning, but also raises pedagogical, ethical, and technical challenges, including data privacy, algorithmic transparency, equitable access, and shifting teacher roles. This study examines how students perceive the use of adaptive personalizationAdaptive personalization tools supported by intelligent technologies in second languageSecond language learning. It focuses on student experiences with digital platforms that automatically adjust content difficulty, learning pace, and feedback according to individual progress and performance. The research seeks to provide empirical evidence on both the educational potential and current limitations of such systems. A mixed-method approach was applied. Quantitative data were collected through structured questionnaires measuring user satisfactionUser satisfaction, perceived effectivenessEffectiveness of learning, motivation, and self-regulation. Qualitative insights were gathered through open-ended responses, allowing participants to share detailed perspectives on their interaction with these adaptive systems. The study involved university students participating in technology-assisted language learning programs, offering a representative context for analyzing emerging practices in higher educationHigher education. The findings indicate that students generally view these adaptive systems as effective in fostering personalized learningPersonalized learning pathways, enhancing motivation, and enabling timely feedback. Many participants emphasized the advantage of progressing at their own pace while receiving immediate support when facing difficulties. Overall, results show a positive impact on learner engagement and autonomy, although limitations persist regarding the handling of complex language skills and the reduction of human interaction. Nevertheless, some concerns emerged regarding the limited flexibility of these systems in addressing complex language aspects, occasional reduction of human interaction, and potential dependency on automated guidance. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.