AI-driven Technology and Chatbots as Tools for Enhancing English Language Learning in the Context of Second Language Acquisition: A Review Study

Abstract

The proposed review study aims to explore the role of AI-driven technology and chatbots in enhancing English language learning within the context of second language acquisition. With the increasing integration of technology into language education, AI-driven tools and chatbots have raised as innovative approaches to provide personalized and interactive learning experiences. This review study aims to examine the effectiveness of these tools in improving language proficiency, learner engagement, and learner autonomy. The review involves a comprehensive analysis of relevant literature, including empirical studies, theoretical frameworks, and best practices in the field. The findings reveal that AI-driven technology and chatbots offer numerous benefits, such as individualized feedback, adaptive learning pathways, and authentic language interactions. Moreover, they promote learner’s motivation, active participation, and self-directed learning. However, challenges regarding the design, implementation, and assessment of these tools also emerge. This review study provides insights into the potential and limitations of AI-driven technology and chatbots in English language learning and suggests future directions for research and pedagogical applications in second language acquisition.