THE ROLE OF AI IN LANGUAGE ACQUISITION: A STUDY ON ESL LEARNERS’ EXPERIENCES

Abstract

The rapid advancement of Artificial Intelligence (AI) technologies has initiated a paradigm shift in the landscape of education, particularly in the realm of language acquisition. As AI tools become more integrated into everyday learning environments, English as Second Language (ESL) learners are increasingly engaging with applications such as ChatGPT, Grammarly, and interactive language-learning platforms like Duolingo and Elsa Speak. This study explores the lived experiences of ESL learners who actively use these AI-driven tools to support their language development. Guided by the theoretical framework of constructivism—which posits that learners construct knowledge through active engagement and social interaction—the research investigates how AI contributes to learner autonomy, improves linguistic fluency, and builds communicative confidence. Semi-structured interviews with ESL students across diverse academic institutions reveal both the pedagogical potential and the limitations of AI integration. While many learners benefit from real-time feedback, personalized learning pathways, and accessible practice environments, others express concerns about becoming overly reliant on AI outputs, the authenticity of AI-assisted work, and unequal access due to digital divides and varying levels of technological literacy. The findings suggest that AI, when used ethically and under proper pedagogical guidance, can complement traditional ESL instruction by enhancing learner motivation, enabling differentiated instruction, and cultivating self-directed learning behaviors. However, the study also calls for targeted institutional support, digital literacy training, and clear ethical frameworks to ensure responsible and equitable use of AI in language learning contexts.