Abstract
Contemporary advances in generative AI technology have sparked considerable interest regarding its application in language education. This article explores the innovative impact that AI-powered linguistic educational tools may have, such as customized learning journeys, dynamic content, and individualized feedback mechanisms, which collectively have the potential to enhance language acquisition. At the same time, it is important to recognize the constraints associated with such technologies. Concern about maintaining precision and genuineness within AI-crafted language texts is an issue in the literature. There is also caution about AI’s current inclination to standardize language expression and to propagate limited cultural narratives, alongside the risks of overreliance on technology which may diminish analytical thought and inventiveness. This article examines the ethical considerations involving generative AI, such as the authenticity of creative work and the ownership of intellectual output. Emphasizing the necessity for clarity and conscientiousness in the application of AI, this conceptual article outlines the opportunities, limitations, and ethical concerns associated with generative AI in language instruction. This article advocates for a well-rounded strategy that
leverages the positive aspects of generative AI within language education, while also addressing possible drawbacks and championing an ethical and equitable approach to language learning in the emerging AI-centric digital landscape. A model for forging thinking in this new research and practice space is offered to synthesize many of the possibilities of generative AI in language education.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review
International Journal of Changes in Education, Volume 1, Issue 3, 2024, 158-167
https://doi.org/10.47852/bonviewIJCE42022495
Publication date: 27 Aug 2024
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