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digitalized and completely personalized learning to each learner. However, the idea of using AI in education is actually intimidating educators because there is a lot of misconception and misunderstanding regarding the use of AI in education. It is mainly because the educators are unaware of the pedagogical implication of it in education in general and language learning in particular. It is also because of the lack of critical reviews of the pedagogical implications and new approaches in adopting AI in education. Therefore, the present study attempts to explore how AI can be used to enhance language learning experiences. It discusses the tools that can be used to teach English effectively. It further aims to explain how AI can be used to foster learner’s autonomy. It essentially envisions AI embedded learning in classrooms to enhance English language teaching learning experience and assist the teachers teach their lessons effectively. The findings bring into light some practical and innovative ways, AI can be integrated in ELT classroom to enhance the language teaching learning experience. It focuses on teaching pronunciation and increasing fluency by mimicking the sound pattern and using speech recognition and speech editing features. Moreover, it also highlights the personal approach to language learning by using Chatbot which provides text-to-speech and speech-to-text conversion, using technology to transcribe speech in order to check the pronunciation, translate speech, and practicing conversation by using voice command like Google Assistant. Hence, the paper examines the potential application of AI in education and language learning in particular. Further, it explores the possibilities of implication of AI in classrooms adopting new learning approaches and pedagogical modifications.
Keywords: Artificial intelligence, intelligent computer-assisted language learning, natural language processing, networked learning, English language teaching, pedagogies, digital tools
1.1 Introduction
English language is one of the universal languages these days. It is not only the language of science, technology, higher education, aviation, travel, and tourism but also the language of the internet and information technology. There have been unprecedented changes in the field of English teaching and learning with the continuous advancement in Information Communication Technology (ICT) [1, 2]. The rapid advancement of technology has had a significant impact on the field of education, particularly language acquisition and teaching. The enormous development of technology has remarkably affected the field of education and especially language learning and teaching. The adoption of ICT with the present day technical trends in language teaching is extraordinary [3]. The teaching and learning has been made easier, active, personalized, authentic, and effective by integrating ICT in second language acquisition or foreign language learning. It has also resulted in a paradigm shift in the teaching and learning process, as well as changes in teachers’ roles [4].
The importance of application of technology in second language learning was realized long back in 1930s which gave rise to the emergence of Computer-Assisted Language Learning (CALL) which was initially used only for the drilling exercises. Later, with the advancement of technology, CALL became more interactive using multimedia and Language Laboratory. Moreover, in the 21st century, the social dimensions of ICT expanded with the exponential growth of ICT which led to revitalization of CALL in the form of Web 2.0 tools, Mobile-Assisted Language Learning (MALL), and Network Learning (NL) and, later, the Intelligent CALL (ICALL) [5]. Having said that, it is the implication of Artificial Intelligence (AI) in Language Learning along with Computational Linguistics, Machine Learning, and Natural Language Processing (NLP).
This chapter discusses the potential application of AI in education and language learning in particular adopting new learning approaches and pedagogical modifications. Further, it explores the ways how AI can be used to enhance language learning experiences by fostering learner’s autonomy and adaptability. It also discusses the AI tools that can be used to teach English effectively. It focuses on teaching pronunciation and increasing fluency by mimicking the sound pattern, using speech recognition and speech editing features and the personal approach to language learning by using Chatbot. Furthermore, the chapter concentrates on the inference of AI embedded learning for establishing a new trend in foreign language learning as well as the shift in teachers᾽ roles. Hence, the aim of this chapter is to provide a few substantial examples of how AI may be used to improve the language learning experience, and why language teachers should embrace and incorporate AI into the teaching process rather than fear it.
1.2 Evolution of CALL
In the 1960s, the audio-lingual method was introduced for English language teaching (ELT), which essentially insisted on drill and practice which became quite easier with the incorporation of computer in teaching and learning language [6, 7]. By the 20th century, CALL had a great impact on language teaching and learning. CALL during 1960s and 1980s can be termed as Structural CALL, as during this period, the computers used in language learning were mainly for drills and practice. Following the Structural approach and Behaviorist theory of learning, the computers programs focused more on structured and rote learning than interactivity. During this period, accuracy in grammar and sentence structure were the primary aims for language learning. The second phase of CALL between 1980s and 1990s is known as Communicative CALL. Computers used during this period were majorly for constructing exercises to develop efficacious communication. During this period, the integration of computers in language learning was not only for accuracy but also for achieving fluency. It encouraged interaction not only with the computers but also with the fellow learners. From the 1990s to the early 21st century, integrative CALL was marked by increased access to digital resources and the Internet [8]. The advancement in technology and easy access to the internet encouraged the educators to invent flexible classroom language learning lessons that could be easily accessed even outside the classroom. In the early 21st century, the Integrative CALL continued to have an impact on language learning. Davies et al. argue that the field was infused with the era’s “Web 2.0 fever” [9]. This included the emergence of a slew of new communities based on Web 2.0 tools like wikis, social networking sites, discussion boards, and virtual worlds. The best examples are Facebook groups, Instagram, and Twitter.
Technology has become an integral part of our lives. Its presence is ubiquitous right from the time we wake up till the time we sleep in various forms like alarms, smart phone, smart TV, smart AC, laptop, tablet, Whats App, You Tube, and many others. Technology has become so prevalent in every sector and at every level of education that it is impossible to imagine one’s existence without it in any form. The majority of language learners around the world today use technology to access materials in their second and foreign languages, communicate with people all over the world, learn at their own pace, and take several language tests such as the TOEFL and IELTS [10–12]. Technology helps us get connected with anyone at any part of the world and so the language learners can easily get connected to larger connected networks of native language speakers where they can learn a language by getting directly exposed to the target language. Hence, it would not be wrong to say that the significant development of ICT has changed the way we understand learning and consequently has led to a shift from traditional approaches to teaching to networked teaching and learning.
In this context of language learning and teaching, it is worth noting that Warschauer and Kern coined the concept of Network-Based Language Teaching (NBLT), which focuses on communication [13]. According to Sharples et al., there is a fundamental correlation between learner-centered, personalized, interactive, collaborative, situated, lifelong, and ubiquitous New Learning and New Technology, which is well known for being mobile, user-friendly, and ubiquitous [14]. According to Jones, Networked Learning (NL) has emerged as a significant paradigm in which ICT is used to foster interaction and connections between teachers and learners, learners and other learners, and a learning community and its learning resources [15]. Further, with the Fourth Industrial Revolution which features rapid expansion of technology and digital application is influencing all spheres of our lives. AI has made an impact on the way we live and work, that is, from floor cleaning, using automatic induction heaters, driverless cars to instructing Alexa. According to Manns, the Fourth Industrial Revolution is being driven by the integration and amplification of emerging breakthroughs in AI, automation, and robotics, as well as the far-reaching connection between billions of people with mobile devices that provide