GENERATIVE ARTIFICIAL INTELLIGENCE IN LANGUAGE EDUCATION: BALANCING TECHNOLOGICAL AFFORDANCES WITH PEDAGOGICAL INTEGRITY
Keywords:
Generative ai (genai), radical personalization, intelligent tutoring systems (itss), affective filter, linguistic fossilization, reductionism, linguistic normalization, academic integrity, augmentative tool, functional fluency.Abstract
The rapid advancement of generative artificial intelligence (AI) has introduced a pivotal shift in the landscape of language education, offering unprecedented opportunities for personalization, interactive engagement, and real-time feedback. However, these technological affordances are accompanied by significant challenges, including the risk of linguistic homogenization, the oversimplification of complex language needs, and ethical dilemmas regarding authorship and academic integrity. This paper explores the dual nature of AI integration in second language (L2) and foreign language (FL) learning. Drawing on theoretical frameworks such as Albert Borgmann’s "device paradigm" and empirical models like the Jawaid TESOL Benchmarking Model, the study argues that while AI can significantly enhance learning outcomes for diverse students, its successful implementation depends on a synergistic approach that preserves human agency and cultural nuance. The paper concludes that a balanced, structured framework is essential to navigate the transition toward an AI-centric educational environment.
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