Investigation on the Impact AI is Having on Language Learning and its Empirical Research in Light of National and International Literature

Abstract

In this paper, recent literature is reviewed on artificial intelligence (AI)-assisted language learning and the advantages and disadvantages of the changes brought about by the continuous development of digital language learning applications (DNYAs) are discussed. It has now become clear, as was suspected when ChatGPT was released in late 2022, that AI technology is developing much faster than anyone imagined (Huang et al., 2024). Recently, a number of studies have discussed the general potential of AI tools to complement language learning- language teaching. Currently, the general consensus is that teachers need to keep improving their skills, otherwise people who are good at using technology may take over jobs in the profession (Horváth, 2024). Research on the impact of AI on English language teaching is recent by nature. On the one hand, thorough empirical research has been conducted with scientific rigour, but on the other hand, the initial fervour has brought with it many studies of questionable scientific rigour and thoroughness. In this paper, address the concerns expressed by language teachers even before the advent of ChatGPT are addressed. This concern is well captured in one question: will language teachers be needed in the future? To answer this question, conclusions of recent studies are drawn together and a new model of language learning supported by AI is proposed. The three components of the model are: use of chatbot, machine translation, text generation.