Artificial Intelligence in Language Education: Human-AI Interaction, Pedagogical Design, and Ethical Challenges
DOI:
https://doi.org/10.69760/gsrh.0260303001Keywords:
artificial intelligence, language education, human-AI interaction, pedagogical design, learner autonomy, teacher mediation, academic writing, machine translation, ethical challenges, CALLAbstract
The integration of artificial intelligence (AI) into language education has moved well beyond the deployment of automated grammar checkers and rudimentary machine translation tools. Today, AI reshapes the fundamental relationships among teachers, learners, language, and knowledge. This article presents a theoretically grounded analysis of how AI systems are reconfiguring language teaching, language learning, translation-mediated tasks, and academic writing in both first- and second-language educational contexts. Drawing on the literature in computer-assisted language learning (CALL), educational technology, and human-computer interaction, the article develops an original Triadic Human-AI Interaction Framework that conceptualises the dynamic and mutually constitutive roles of AI systems, teachers, and learners. The framework foregrounds human-AI collaboration as a relational and pedagogically purposeful process rather than a matter of mere tool adoption. Four thematic domains are examined in depth: (1) AI-mediated instructional design and teacher mediation; (2) learner autonomy and personalisation; (3) AI-assisted feedback and assessment; and (4) academic writing and translation-related tasks. The article further addresses a constellation of ethical challenges — privacy, algorithmic bias, transparency, academic integrity, the risk of overreliance, and teacher AI literacy — arguing that these issues are not peripheral but constitutive concerns for responsible AI integration. Implications for pedagogical theory and classroom practice are offered, together with an agenda for future research.
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