ARTIFICIAL INTELLIGENCE IN LANGUAGE EDUCATION: PEDAGOGICAL OPPORTUNITIES AND CHALLENGES

Abstract

The rapid integration of Artificial Intelligence (AI) technologies into second language acquisition (SLA) and language education has prompted considerable scholarly debate and empirical investigation. This article examines the pedagogical opportunities and challenges that AI presents for language educators and learners in the twenty-first century. Drawing upon a systematic review of peer-reviewed literature published between 2015 and 2025, alongside analysis of emerging classroom-based case studies, this paper explores how AI-driven tools — including intelligent tutoring systems, natural language processing applications, automated writing evaluation platforms, and large language models — are reshaping instructional design, learner autonomy, and assessment practices. The findings suggest that while AI holds transformative potential for personalising language instruction, scaffolding communicative competence, and democratising access to quality language education, significant pedagogical, ethical, and socio-cultural challenges remain. Issues of algorithmic bias, data privacy, over-reliance on technology, and the irreplaceable role of the human teacher demand critical attention. The article concludes with implications for language educators, curriculum designers, and policy makers, advocating for a balanced, critically informed approach to AI integration in language classrooms.