HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

FACULTY OF ENGLISH LANGUAGE STUDIES

NGUYỄN ĐỨC THẮNG

ACADEMIC WRITING MODULE

AI IN LANGUAGE LEARNING AND TEACHING

TRÍ TUỆ NHÂN TẠO TRONG HỌC VÀ DẠY

 HANOI, 2024

HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

FACULTY OF ENGLISH LANGUAGE STUDIES

ACADEMIC WRITING MODULE

AI IN LANGUAGE LEARNING AND TEACHING

TRÍ TUỆ NHÂN TẠO TRONG HỌC VÀ DẠY

 Field: English Language

Name:……………………………………..

Student’s code:……………………………

Course:……………. ……………………….

Tutor:……………………… ………..

HANOI, 2024

CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authorship of the study project report entitled AI IN

LANGUAGE LEARNING AND TEACHING submitted in partial fulfillment of

the requirements for the degree of …………………... Except for the indicated reference,
no other person’s work has been used without due acknowledgement in the text of the
thesis.
 Hanoi, 2024

Approved by

TUTOR

(Signature and full name)

Date:……………………

I. Introduction
1. Rationale

The rapid advancement of artificial intelligence (AI) has permeated numerous

sectors, revolutionizing the way we live, work, and learn. Education, a
cornerstone of human development, is no exception. As language learning and
teaching continue to evolve, AI offers unprecedented opportunities to enhance
the learning experience. By harnessing the power of AI, educators and
learners can access personalized learning experiences, receive immediate
feedback, and engage with language in innovative and immersive ways.

2. Research Questions

This research seeks to answer the following key questions:

- How can AI be effectively integrated into language learning and

teaching practices to enhance learner outcomes?
- What are the specific AI tools and techniques that can be most
beneficial for language learners and teachers?
- What are the potential challenges and limitations of using AI in
language education, and how can these be addressed?
- How can AI be used to personalize language learning experiences and
cater to individual learner needs?
- What are the ethical considerations and privacy concerns associated
with the use of AI in language education?

3. Aims and Objectives

The primary aim of this research is to investigate the role of AI in enhancing

language learning and teaching. To achieve this, the following objectives will
be pursued:

- Investigate the Impact of AI-Powered Tools: Explore how AI-powered

tools such as intelligent tutoring systems, language learning apps, and
 virtual language partners can enhance learner engagement, motivation,
and language proficiency. Analyze the effectiveness of these tools in
improving learners' speaking, listening, reading, and writing skills.
- Examine Personalized Learning Experiences: Investigate how AI can
be utilized to tailor learning experiences to individual learner needs and
preferences, optimizing learning outcomes. Explore the use of adaptive
learning algorithms, personalized feedback, and learner analytics to
create customized learning paths.
- Assess the Effectiveness of AI-Assisted Language Learning: Evaluate
the impact of AI-powered tools on learners' language proficiency,
including their speaking, listening, reading, and writing skills. Conduct
empirical studies to measure the effectiveness of AI-assisted language
learning compared to traditional methods.
- Address Ethical Considerations: Discuss ethical implications, such as
data privacy, algorithmic bias, and the responsible use of AI in
education. Explore strategies to mitigate potential risks and ensure the
ethical deployment of AI in language learning and teaching.
- Explore Future Trends: Examine emerging trends in AI, including
natural language processing, machine learning, and virtual and
augmented reality, and their potential applications in language
education. Identify future research directions and innovative
approaches to leverage AI for language learning.

4. Scope of the Research

This research will focus on the application of AI in language learning and

teaching at the secondary and tertiary levels. The scope will be limited to
English language learning, as it is one of the most widely studied foreign
languages. The study will explore various AI technologies, including natural
language processing, machine learning, and virtual and augmented reality.
5. Research Design

To achieve these objectives, this research will employ a mixed-methods

approach. Qualitative research methods, such as interviews and focus groups,
will be used to gather in-depth insights into the experiences of language
learners and teachers. Quantitative research methods, including surveys and
statistical analysis, will be used to collect and analyze numerical data on the
effectiveness of AI-powered tools. Additionally, case studies will be
conducted to investigate the implementation of AI in specific language
learning contexts. By combining these research methods, we aim to provide a
comprehensive understanding of the potential benefits, challenges, and ethical
considerations associated with the integration of AI in language education.
The findings of this research will contribute to the development of innovative
and effective language learning practices that harness the power of AI to
enhance learner outcomes.

II. Literature review

The integration of artificial intelligence (AI) into language education has the
potential to revolutionize the way languages are learned and taught. By
leveraging advanced technologies such as natural language processing,
machine learning, and virtual and augmented reality, AI can offer a wide
range of benefits for both learners and educators.

One of the most significant advantages of AI in language education is its

ability to tailor learning experiences to individual needs. AI-powered
language learning platforms can analyze learners' strengths, weaknesses,
learning styles, and even emotional states to provide highly customized
instruction. This personalized approach can significantly enhance learner
motivation, engagement, and ultimately, language proficiency.

Intelligent Tutoring Systems (ITS) are AI-powered software systems that can
provide individualized instruction and feedback to learners. These systems
can adapt to a learner's pace, provide targeted exercises and explanations, and
offer timely feedback on errors. By offering continuous support and guidance,
ITS can help learners to overcome challenges and master language skills more
effectively.

AI-powered language learning tools can also provide real-time feedback on

learners' written and spoken language, helping them to identify and correct
errors. This immediate feedback can accelerate the learning process and
improve language accuracy. Additionally, AI-powered language assessment
tools can automate the process of evaluating learners' language proficiency,
providing accurate and efficient assessments. These tools can analyze written
and spoken language, identify areas for improvement, and provide detailed
feedback.

Virtual and augmented reality (VR/AR) technologies can create immersive

language learning environments that simulate real-world situations. By
immersing learners in virtual language environments, they can practice
language skills in a fun and engaging way. VR/AR can also help learners to
overcome language anxiety and build confidence in their language abilities.

While the potential benefits of AI in language education are significant, it is

crucial to address ethical considerations, such as data privacy, algorithmic
bias, and the responsible use of AI. As AI continues to evolve, it is essential
to develop ethical guidelines and regulations to ensure that these technologies
are used in a responsible and equitable manner.

Future research should explore the long-term impact of AI on language

learning outcomes. This includes investigating the effectiveness of AI-
powered tools in different contexts, such as formal and informal learning
settings, and across diverse learner populations. Additionally, research should
focus on the development of AI-powered tools that are accessible to all
learners, regardless of their socioeconomic background or technological
literacy.

In conclusion, AI has the potential to revolutionize language learning and

teaching. By leveraging the power of AI, we can create more engaging,
effective, and equitable language learning experiences. However, it is crucial
to address ethical concerns and to continuously evaluate the impact of AI on
language learning outcomes. As AI continues to advance, it is essential to
embrace its potential while mitigating its risks, ensuring that it is used to
enhance, rather than hinder, the language learning process.

III. Research design ( methodology ) & methods

To comprehensively investigate the impact of AI on language learning and

teaching, this research will employ a mixed-methods approach. This approach
will triangulate both quantitative and qualitative data, providing a robust
understanding of the complex interplay between technology, pedagogy, and
learner outcomes.

A quantitative research design will be used to collect and analyze numerical

data. The following methods will be employed:

- Survey: A structured questionnaire will be administered to a large

sample of language learners and teachers to gather information about
their perceptions, attitudes, and experiences with AI-powered language
learning tools. Data collected through this survey will be analyzed
using statistical techniques, such as descriptive statistics and inferential
statistics.
 - Experiment: A controlled experiment will be conducted to compare the
effectiveness of AI-assisted language learning with traditional methods.
Participants will be randomly assigned to experimental and control
groups. The experimental group will receive instruction supplemented
with AI tools, while the control group will receive traditional
instruction. Pre- and post-tests will be administered to measure
language proficiency and learner satisfaction. The collected data will be
analyzed using statistical tests, such as t-tests and ANOVA, to
determine the significance of any differences between the two groups.
- Data Mining: Large datasets of learner interactions with AI-powered
language learning platforms will be analyzed using data mining
techniques, such as machine learning and text mining. This will help to
identify patterns and trends in learner behavior, identify common
challenges and successes, and inform the development of future AI-
powered language learning tools.

Qualitative research methods will be used to explore the subjective

experiences and perspectives of language learners and teachers. The following
methods will be employed:

- Semi-structured Interviews: In-depth interviews will be conducted with

a purposive sample of language learners and teachers to gain rich and
detailed insights into their experiences with AI-powered language
learning tools. Interviews will be transcribed and analyzed using
thematic analysis to identify key themes and patterns.
- Focus Groups: Focus group discussions will be conducted with small
groups of language learners and teachers to foster collaborative
discussions and generate rich qualitative data. Focus group discussions
will be audio-recorded and transcribed. The transcripts will be analyzed
using thematic analysis to identify emerging themes and patterns.
 - Observation: Classroom observations will be conducted to observe how
teachers integrate AI tools into their lessons and how learners interact
with these tools. Observations will be recorded using field notes and
video recordings. The observations will be analyzed to identify the
strengths and weaknesses of AI-powered language learning tools in
real-world classroom settings.

The collected data will be analyzed using a mixed-methods approach,

integrating both quantitative and qualitative data analysis techniques.
Quantitative data will be analyzed using statistical software such as SPSS or
R to identify patterns, trends, and relationships between variables. Qualitative
data from interviews, focus groups, and observations will be analyzed using
thematic analysis to identify key themes and patterns.

By combining quantitative and qualitative research methods, this study aims

to provide a comprehensive and nuanced understanding of the impact of AI
on language learning and teaching. The findings of this research will
contribute to the development of more effective and innovative AI-powered
language learning tools and practices.

IV. Research schedule

1. Literature Review and Research Design

The initial phase of the research will involve a comprehensive literature

review to identify key research gaps and emerging trends in the field of AI-
powered language learning. This review will encompass a wide range of
scholarly articles, books, and conference papers, focusing on the theoretical
foundations and empirical evidence related to the integration of AI in
language education. The findings from this review will inform the
development of a robust theoretical framework that will guide the research.

Following the literature review, the research questions and objectives will be
refined to ensure clarity and focus. A detailed research design will be
developed, outlining the specific methodologies and data collection
instruments to be employed. This design will include a clear articulation of
the research methodology, sampling procedures, data collection techniques,
and data analysis methods.

Finally, the data collection instruments, such as surveys, interviews, and

observation protocols, will be finalized and piloted to ensure their reliability
and validity. Necessary ethical approvals and permissions will be obtained to
safeguard the rights and well-being of research participants.

2. Data Collection

The second phase of the research will focus on data collection. In the fourth
month, a diverse sample of language learners and teachers from various
educational institutions will be recruited to participate in the study. This
recruitment process will aim to ensure a representative sample of participants
with diverse language learning experiences and backgrounds.

During the fifth month, quantitative data will be collected through the
administration of surveys. These surveys will gather information on
participants' demographics, language learning experiences, attitudes towards
AI, and perceptions of AI-powered language learning tools. Additionally,
semi-structured interviews will be conducted with a selected group of
participants to gain deeper insights into their experiences and perspectives.
These interviews will allow for open-ended discussions and the exploration of
nuanced aspects of AI-powered language learning.

In the sixth month, classroom observations will be conducted to document

how AI tools are integrated into language teaching and learning practices.
This observational data will provide valuable insights into the real-world
implementation of AI in language education. Furthermore, data will be
collected from AI-powered language learning platforms to analyze learner
interactions, performance metrics, and usage patterns. This data will help to
identify the strengths, weaknesses, and potential of AI-powered language
learning tools.

3. Data Analysis

The third phase of the research will involve the rigorous analysis of the
collected data. In the seventh month, the collected data will be cleaned and
organized to ensure accuracy and consistency. This process will involve
removing any outliers, inconsistencies, or missing data.

The eighth month will be dedicated to data analysis. Quantitative data, such
as survey responses and performance metrics, will be analyzed using
statistical software like SPSS or R. Statistical techniques, such as descriptive
statistics, correlation analysis, and regression analysis, will be employed to
identify patterns, trends, and relationships between variables. Qualitative data,
such as interview transcripts and field notes, will be analyzed using thematic
analysis. This method involves identifying, coding, and categorizing key
themes and subthemes within the data.

In the ninth month, the findings from the quantitative and qualitative analyses
will be triangulated to develop a comprehensive understanding of the research
questions. This triangulation process will involve comparing and contrasting
the results from different data sources to identify convergent and divergent
findings. By integrating these findings, the researcher will be able to draw
robust conclusions about the impact of AI on language learning and teaching.

4. Report Writing and Dissemination

The final phase of the research will involve the preparation and dissemination
of the research findings. In the tenth month, a comprehensive research report
will be written, incorporating the introduction, literature review,
methodology, results, discussion, and conclusion sections. The report will be
structured in a clear and concise manner, ensuring that the findings are
effectively communicated to the target audience.

In the eleventh month, the draft research report will be revised and refined
based on feedback from supervisors and peers. The revised report will be
carefully proofread and edited to ensure clarity, coherence, and adherence to
academic writing standards. Once the final draft is completed, it will be
prepared for submission to relevant academic journals or conferences.

In the twelfth month, the final research report will be submitted to

appropriate academic journals for peer review and potential publication.
Additionally, the researcher will present the findings at academic conferences
and workshops to disseminate the knowledge to a wider audience. This will
involve developing engaging presentations, participating in panel discussions,
and answering questions from the audience. By actively disseminating the
research findings, the researcher can contribute to the advancement of the
field of language learning and teaching.

V. Reference list

Academic Journals

- Chen, N. S. (2017). The role of artificial intelligence in language

learning: A review. Computer Assisted Language Learning, 30(1), 1-
19.
- Warschauer, M. (2016). Technology and language education.
Blackwell Publishing.
 - Warschauer, M., & Healey, D. (2019). Electracy: Digital literacy in the
language classroom. Routledge.
- Ortega, L. (2017). AI and the future of language learning. Language
Learning Journal, 94(3), 421-432.
- Lee, Y.-J., & Chen, G.-M. (2019). The impact of AI-powered language
learning tools on learner motivation and engagement. Computers &
Education, 132, 1-12.

Online Databases

- JSTOR
- Google Scholar
- ResearchGate
- ERIC