ENHANCING ENGLISH LANGUAGE LEARNING FOR YOUNG LEARNERS THROUGH ARTIFICIAL INTELLIGENCE
Abstract
This study investigates the effectiveness of AI-assisted instruction in improving vocabulary and speaking fluency among 8-10-year-old young English as a second language learners. Through a quasi-experimental design, 30 students were placed in an experimental group using AI-based apps (Lingokids and Google Read Along) and a control group using traditional teacher-led instruction. Data were collected through standardized vocabulary tests, CEFR-based speaking rubrics, and observational checklists. Results revealed that the experimental group had significantly higher gains in vocabulary and speaking performance compared to the control group. The findings highlight the pedagogical potential of AI technologies in early language acquisition, particularly in providing personalized, interactive, and adaptive learning experiences. While the study supports the use of AI tools in primary language classrooms, it also affirms that careful implementation, teacher training, and further longitudinal research are required to ensure sustainable learning outcomes and address ethical concerns.
Keywords
Artificial intelligence (AI), language acquisition, young learners, quasi-experimental design, vocabulary acquisition, fluency, gamification, speech recognition, pedagogical practices, engagement
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