BRIDGING PEDAGOGY AND TECHNOLOGY: THE INFLUENCE OF AI ON SECOND LANGUAGE ACQUISITION IN PAKISTAN

Abstract

The research is aimed to evaluate the transformative role of Artificial Intelligence tools on second language acquisition in the Pakistani context where technological integration has rapidly expanded in education yet unevenly disturbed. The study explores how AI driven application like artificial intelligence tutoring system, adaptive feedback programs and conversational catboats reshape the traditional centered methodologies into more learner centered experiences and personalized experiences. Drawing on data from ESL classrooms, teacher interviews, and learner feedback, this research examines the pedagogical, cognitive, and socio-cultural implications of AI for language learning through qualitative research. The findings reveal that while AI enhances learner autonomy, engagement, and access to real time corrective feedback, challenges persist regarding digital literacy, infrastructural limitations, and the risk of pedagogical dependency on technology. The study argues for a balanced human-AI partnership in language education, where teachers act as facilitators of critical and contextualized learning. Ultimately, this research contributes to deeper understanding of how AI can bridge educational gaps and reconfigure language learning in developing regions.