ASSISTING SECOND LANGUAGE ACQUISITION THROUGH ARTIFICIAL INTELLIGENCE: EFFECTIVE INSTRUCTIONAL STRATEGIES FOR NON-NATIVE ENGLISH SPEAKERS IN ANGLOPHONE CONTEXTS

Abstract

This qualitative study explores the linguistic challenges faced by international students in Australian universities, examining language-related difficulties and the impact of institutional support on their language learning experiences. A sample of 30 international students from diverse linguistic and cultural backgrounds participated in semi-structured interviews. Thematic analysis, grounded in the Ecological Model of Language Learning (van Lier, 2004), revealed significant language-related challenges, including limited language practice opportunities, difficulties understanding lecturer accents and pronunciation, and language anxiety. The study highlights the importance of targeted language support services, including AI-driven instructional strategies, and institutional support, such as language tutoring and mentoring programs. Recommendations for universities include providing language support programs, training lecturers in inclusive teaching practices, and promoting awareness of linguistic and cultural challenges faced by international students. This study addresses a significant research gap, contributing to the field of applied linguistics and providing valuable insights into the linguistic challenges faced by international students.