The impact of AI on language learning

Charlotte Guest
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Recently, Artificial Intelligence (AI) has shown itself to be a useful and breakthrough tool for many things, including language learning. Educators, learners and businesses are constantly seeking effective methods to impart language skills and AI-powered solutions have proved to be invaluable assets in this regard.

The impact of AI on language learning is multifaceted, presenting opportunities as well as challenges for educators, learners and corporate entities. According to a Microsoft survey, many institutions say that AI will be instrumental to improving their competitiveness, funding, and innovation.

It is a widely discussed topic nowadays. While it has its advantages, there are also some drawbacks to consider.

The impact of AI on language learning
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Pros

Personalized learning

AI-powered language learning platforms analyze user's strengths, weaknesses, learning pace, and preferences to offer a personalized learning path. This approach enhances engagement and optimizes learning outcomes and goals.

Accessible

These types of applications and programs enable language learners to access lessons, exercises, and tutoring from anywhere, at any time, breaking down barriers and offering flexibility to learners worldwide. It can aid and support students with additional needs, making learning a lot less of an obstacle. For example, condensing/summarising content or tasks in an understandable way or suggesting word alternatives, just to name a few.

Enhanced and immediate feedback

It can provide learners with instantaneous feedback on their pronunciation, grammar, and vocabulary usage. This feedback allows learners to identify their mistakes and rectify them promptly, accelerating the learning process. AI can use advanced voice recognition technology to detect the learner's pronunciation and accent to provide accurate feedback.

With real-time analysis, algorithms can identify errors and suggest corrections right away and feedback is personalized.  Based on the level of proficiency, algorithms can provide suggestions that are easy to understand and implement. This means more time to do other things, without worrying about providing or waiting for feedback.

Augmented teaching

AI tools are used to supplement traditional teaching methods. They help teachers create dynamic lesson plans, track student progress and identify areas that require additional attention, enhancing overall teaching effectiveness. This makes teaching more effective and enjoyable for both teachers and students. Plus, it takes some of the pressure off teachers by lightening their workload.

Cons

Lack of human interaction

AI has a significant limitation in language learning as it lacks the ability to provide authentic human interaction. Language acquisition is a complex process that involves cultural nuances and subtle communication cues that AI may not be able to fully comprehend. As a result, the immersive experience may be limited.

We have not yet reached a level where AI is proficient in natural spoken conversation, so its ability to assist in certain language contexts is currently limited. It will no doubt develop over time, but currently, it's not at a developed enough level. There are upcoming experimental conversational tools like Bard, developed by Google, which are great examples of AI-powered conversation simulators.   

Plagiarism and overreliance

Excessive reliance on AI-based tools might hinder the development of self-reliance and critical thinking skills in learners. Relying solely on technology might limit creativity and the ability to adapt to diverse real-world linguistic scenarios. Teachers are also more likely to face the challenge of students submitting AI-generated assignments.

So tools and systems will have to be implemented to check and identify any unoriginal AI-generated content. But this will be a constant process; as AI evolves and improves, so will plagiarism systems; it will likely be a constant race to keep up. Commonly used anti-plagiarism tools like Turnitin are now incorporating checks for AI-generated content; the company reported that more than 2 million papers reviewed had been flagged as having its majority content AI-generated. 

Unequal access/resources

There is a concern that not all learners may have equal access to these tools due to technological disparities, which could create a learning divide. While some schools and institutions may have the resources to invest in advanced AI systems and software, others may lack the necessary infrastructure or funding to provide their students with the same level of access.

This could mean that students in less privileged communities or schools may be at a disadvantage, missing out on the benefits of AI-powered learning tools and falling behind their peers who have access to them. Technology typically becomes cheaper over time, due to things like improved manufacturing processes, wider circulation and broader competition but this still may mean less privileged institutions could be left behind, using older or previous-generation tech which may not be as easy to use and learn from.

Privacy and ethics

AI-powered language learning platforms collect a large amount of user data. However, many users are concerned about data privacy, security breaches, and ethical usage of their personal information. As AI is implemented more heavily into platforms, it will require more data to function effectively. Therefore, advanced security systems must be implemented and kept up to date to ensure that user data is securely protected from potential data breaches. 

As it's integrated more into people's lives and work, countries have begun Implementing AI-related laws to ensure the safe and ethical use of AI in daily life. Similarly, as AI develops, laws will need to constantly develop to keep up to date with technological advancements. 

What about the future?

The field of language learning has a promising future with the advancement of AI. Below are some potential predictions for the not-so-far-away future:

Advancements in natural language processing (NLP)

Natural Language Processing will likely continue to advance, allowing AI systems to better understand, interpret, and generate human language. Helping it to understand the subtleties of human emotion. This will result in more advanced language learning applications with contextual understanding and nuanced feedback.

Enhanced multilingual capabilities

As technology advances, AI-driven language learning platforms are becoming increasingly popular. These platforms are now being designed to offer greater support for a wide range of languages, catering to the diverse linguistic needs of individuals worldwide. This will enable more people to access quality language education, regardless of their location or background.

With the help of these platforms, language learners could benefit from personalized and immersive learning experiences that are tailored to their unique needs and preferences.

Greater integration of Virtual Reality (VR) and Augmented Reality (AR)

VR and AR with AI will revolutionize the way we learn languages. This cutting-edge technology will create highly immersive environments that simulate real-life scenarios, allowing learners to practice their language skills in a safe and controlled environment. Mondly by Pearson is a great example of using this kind of technology in language learning with their AR and VR apps. 

One example is that students could use virtual reality to travel to a foreign country and communicate with native speakers in real time. Easily ordering food from local restaurants or navigating through the city, all within the virtual reality platform. This type of experiential learning could significantly enhance cultural understanding, improve communication skills, and boost language proficiency, all in the comfort of home, school, or even the workplace.

With the increasing affordability and accessibility of such technologies, it is expected that such learning experiences will become more common. There are already VR games experimenting with AI-controlled characters to produce more realistic and expanded responses to conversations, rather than responses being limited by a select few pre-programmed choices and getting the same few responses. This could also expand to language learning games/simulations. 

 

The impact of AI on language learning is unquestionably transformative. It offers personalized, accessible, and efficient learning experiences. However, there are challenges such as the lack of human interaction and data privacy concerns. Therefore, we need to maintain a balanced approach while leveraging AI for language education.

As technology evolves, it's crucial to harness its potential while preserving the essence of authentic language acquisition and cultural understanding. The future promises exciting advancements that will further revolutionize language learning through AI integration. 

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    Lesser-known differences between British and American English

    By Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English is italicized.

    1. Footballer and football player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2. I couldn’t care less and I could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I couldn’t care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5. Anticlockwise and counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise. The prefixes anti- and counter- mean similar things. Anti- means against, and counter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs. Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6. Have and take

    Have and take are used often before nouns like shower, break, bath, rest and nap. In the U.S., people take showers and take naps, while in the U.K., people have showers and have naps. Another example of this is how Americans take a swim and Brits have a swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7. Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S., quite is typically used as an intensifier, like the word very. In the U.K., it’s normally used as a mitigator, like the word somewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants. How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call them tracksuit bottoms and Americans call them sweatpants. What about a lightweight jacket that protects from wind and rain? Brits might call this an anorak (derived from the Greenlandic word), but Americans would call it a windbreaker. Both variants also use raincoat for this article of clothing.

    9. Torch and flashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light. What Brits are referring to when they use the word torch is a flashlight (AmE), a small, battery-run electric lamp.

    10. Needn’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. Needn’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. Needn’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here. Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American. Although each dialect from across the pond seems very different, they have far more similarities than differences.

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    What level of English do my employees need?

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    The GSE Job Profiles utilizes Pearson’s Global Scale of English and the Faethm by Pearson skills ontology to provide a detailed analysis of the language requirements for nearly 1,400 job roles. This precise mapping allows HR professionals to make informed talent management decisions, including hiring, training and development, and ensuring that employees are adequately prepared for their roles now and in the future.