The Impact of Artificial Intelligence on the Foreign Language Learning Process

Abstract

Artificial Intelligence (AI) has been rapidly evolving, especially the advent of Generative AI and large language models, which opens up new avenues in the field of foreign language learning. With the help of AI-powered tools, students can receive instant feedback, custom practice, interactive dialogue, vocabulary help, writing support, pronunciation practice, and access to language-learning resources outside of the classroom. Meanwhile, issues have surfaced about misinformation, overreliance on AI-generated answers, concern over plagiarism, reduced independent language output, and the undermining of critical thinking skills.

The aim of the present article is to explore the impact of artificial intelligence on foreign language learning in terms of language skills, self-regulated learning, motivation, and feedback. A comprehensive review of recent peer-reviewed articles, systematic reviews, meta-analyses, and relevant research, situated in the context of the Azerbaijani educational environment, was carried out. The research reviewed suggests that AI assistance can have a positive impact on speaking, writing, vocabulary development, feedback, and engagement within pedagogically relevant learning activities. The evidence is not the same across the four language skills, however, and positive perceptions by learners should not necessarily be taken as evidence of subsequent language learning.

The results also show that learner autonomy in an AI-supported environment is not just about having access to technology; it takes AI literacy, critical evaluation, self-regulation, and the learner's independent use of the target language to develop. The article concludes that artificial intelligence can serve only as an aid to learning and cannot replace learners' effort, human interaction, or the guidance of the teacher.