Incorporating the Impacts and Limitations of AI-Driven Feedback, Evaluation, and Real-Time Conversation Tools in Foreign Language Learning

Abstract

Artificial intelligence experts have offered foreign language lecturers with great potentials to advance their works and facilitate performance of learners. This article explores the capabilities of artificial intelligence-based feedback mechanisms, assessment techniques, and synchronous communication platforms in teaching foreign languages. The article offers an understanding of how language learning tools powered by artificial intelligence (AI) can be utilized to improve the acquisition of foreign languages, and to ascertain the limitations of artificial intelligence models in foreign language education, with an appraisal of the perspectives of language experts regarding the incorporation of AI into language learning. Moreover, the research group consisted of 100 lecturers, 150 postgraduate students King Khalid University in addition to 100 professionals who specialize in AI and were employed in the language education sector. The research design employed in this study was a cross-sectional survey. The data was obtained via an electronically disseminated questionnaires, and diverse statistical techniques were utilized to evaluate the data. In addition, the results of the study revealed that over 89% use the evaluation tools, which was far higher than 68% and 46% that use feedback and rea-time communication tools. The survey results also indicated that over 68 percent of respondents accepted that incorporating a variety of AI techniques into the teaching of foreign languages makes the learning process easier and more effective. Furthermore, 60% declare that lack of contextual awareness was a limitation placed on artificial intelligence systems in the foreign languages education. About 80.5% of the survey respondents agreed that inadequate language data to train the models was another obstacle, namely the addition of distant languages, which were not included in the databases of the majority of the AI models. Finally, it is concluded that despite the potentials of AI in foreign language education, there are obvious limitations which the solution may be embedded in the conventional learning systems.