Artificial Intelligence and the Evolution of English Language Acquisition: Opportunities and Challenges for ESL Pedagogy in the Digital Age

References

[1] Ahmed, S., & Bello, T. (2022). Linguistic imperialism and AI: The need for culturally aware educational tools. Journal of Language and Technology, 18(3), 201–215. https://doi.org/10.1108/JLT-2022-025

[2] Gao, M. (2023). Teacher displacement in the age of AI: A case study of ESL instructors in China. Asian Education Review, 7(1), 33–48.

[3] Jung, Y., & Kim, H. (2023). AI in Korean ESL education: Trends, impact, and teacher perceptions. Korean Journal of Educational Research, 19(2), 77–94.

[4] Kim, S., Lee, Y., & Park, J. (2022). Student engagement in AI-integrated ESL classrooms: Evidence from South Korea. Language Learning & Technology, 26(4), 121–139.

[5] Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

[6] Li, F. (2022). Artificial intelligence and national language policy in China. China Educational Policy Review, 12(2), 98–115.

[7] Lu, Y., & Liu, X. (2023). Rethinking ESL instruction with AI: Opportunities and risks. ELT Journal, 77(1), 15–28. https://doi.org/10.1093/elt/ccac041

[8] Mwangi, N. (2023). Multilingual identity and machine bias in African ESL learners. African Journal of Language and Society, 15(1), 54–72.

[9] Nguyen, P. (2023). Data ethics and AI in second language learning environments. TESOL Ethics Quarterly, 10(2), 81–99.

[10] Ochieng, A. (2024). AI-powered learning and social inequalities: The ESL perspective. Global Education Review, 8(1), 41–60.

[11] Taylor, J. (2023). Automated assessment tools and the future of English language testing. Journal of Applied Linguistics and Technology, 14(2), 113–130.

[12] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

[13] Wang, Z., & Lee, S. (2021). Speech recognition and feedback in ESL: A review of emerging tools. CALICO Journal, 38(3), 245–267.

[14] Zhang, Y., Sun, K., & Zhao, L. (2022). Artificial intelligence in ESL teaching: Benefits and limitations. Journal of Language and AI Integration, 5(1), 50–69.

@article{1722381,
      author = {Ajayi, Esther Ajibike, Adetoro, Abiodun, Adeyemo, Nelson Gbenga},
      title = {Artificial Intelligence and the Evolution of English Language Acquisition: Opportunities and Challenges for ESL Pedagogy in the Digital Age},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {10},
      number = {2},
      pages = {2183-2186},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1722381.pdf},
      abstract = {The integration of Artificial Intelligence (AI) into global education systems has transformed teaching methodologies, especially in the context of English as a Second Language (ESL). This paper explores the implications of AI on ESL education, focusing on the shifting paradigms in language acquisition, teaching practices, and the role of teachers. Using China and South Korea as case studies, the paper critically analyzes how AI-powered platforms such as ChatGPT, Duolingo, and automated essay-scoring systems are reshaping ESL learning environments. It also evaluates the ethical concerns, linguistic identity implications, and the need for culturally responsive AI. By employing a sociolinguistic and constructivist lens, this study urges educators, researchers, and policymakers to harness AI's benefits while preserving linguistic diversity and cultural identity in ESL contexts.},
      keywords = {artificial intelligence, english as a second language, language acquisition, educational technology, cultural identity, sociolinguistics},
      month = {August},
      doi = {https://doi.org/10.64388/IREV10I2-1722381}
  }