AI Tools for Personalized English Learning: Bridging the Gap Between Technology and Language Acquisition

Abdullah Kafabih, Morista Sasi Apriliana, Nanda Ardianing Putri, Eko Wardoyo, Siki Tyas Retnani, Rozanah Katrina Herda, Sheikha Majid

Abstract


Language learning has become increasingly effective with the support of artificial intelligence, particularly in English language learning contexts. This study aims to explore how English as a Foreign Language learners utilize artificial intelligence to support personalized learning and to examine their perceptions of this technology. The study employed an explanatory sequential mixed methods design, beginning with quantitative data collection followed by qualitative exploration. Quantitative data were collected through a structured questionnaire involving 200 undergraduate learners from the English Education Department of a public university in Indonesia, while qualitative data were obtained through semi structured interviews with 10 selected participants. Quantitative data were analyzed using descriptive statistics and qualitative data were examined through thematic analysis. The findings indicate that artificial intelligence features such as real time feedback, adaptive content, voice recognition, and gamified tasks contribute to improvements in learners’ writing, reading, speaking, and listening skills. In addition, artificial intelligence provides interactive and accessible learning support that allows learners to engage flexibly in personalized learning. However, limitations related to meaningful interaction and contextual understanding remain challenges when artificial intelligence is not used judiciously.

Keywords


Personalized learning, AI, English language learning, EFL learners

Full Text:

PDF

References


Abdellatif, M. S., Alshehri, M. A., Alshehri, H. A., Hafez, W. E., Gafar, M. G., & Lamouchi, A. (2024). I am all ears: listening exams with AI and its traces on foreign language learners’ mindsets, self-competence, resilience, and listening improvement. Language Testing in Asia, 14(1). https://doi.org/10.1186/s40468-024-00329-6

Ademola, E. O. (2024). Reading Strategies in the AI Age: Enhancing Comprehension and Engagement with Advanced Technologies. Advances in Multidisciplinary & Scientific Research Journal Publication, 38, 105–124. https://doi.org/10.22624/aims/accrabespoke2024p13

Akdilek, S., Akdilek, I., & Punyanunt-Carter, N. M. (2024). The Influence of Generative AI on Interpersonal Communication Dynamics. In Advances in educational technologies and instructional design book series (pp. 167–190). https://doi.org/10.4018/979-8-3693-0831-8.ch009

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chinkina, M., Ruiz, S., & Meurers, D. (2020). Crowdsourcing evaluation of the quality of automatically generated questions for supporting computer-assisted language teaching. ReCALL, 32(2), 145–161. https://doi.org/10.1017/S0958344019000193

Choi, I. C. (2016). Efficacy of an ICALL tutoring system and process-oriented corrective feedback. Computer Assisted Language Learning, 29(2), 334-364. https://doi.org/10.1080/09588221.2014.960941

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications.

Doty, K., & Lipien, L. (2024). Learner Perceptions and Attitudes About the Usage of Chatgpt in Online K-12 Education and Learner Preferences About Learning to Use Artificial Intelligence from Teachers. American Journal of Educational Research, 12(9), 348–355. https://doi.org/10.12691/education-12-9-2

Ellikkal, A., & Rajamohan, S. (2025). AI-enabled personalized learning: Empowering management learners for improving engagement and academic performance. Vilakshan - XIMB Journal of Management, 22(1), 28–44. https://doi.org/10.1108/XJM-02-2024-0023

Fitriyah, & Ratnawati. (2025). Investigating generative AI utilization for project- based learning : Teachers’ role, challenges, and strategies in higher education. Jurnal Wahana Pendidikan, 12(2), 285–300. https://doi.org/10.25157/jwp.v12i2.19776

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). McGraw-Hill Education.

Halcomb, E. J., & Davidson, P. M. (2006). Is verbatim transcription of interview data always necessary?. Applied nursing research : ANR, 19(1), 38–42. https://doi.org/10.1016/j.apnr.2005.06.001

Halonen, N., Ståhle, P., Juuti, K., Paavola, S., & Lonka, K. (2023). Catalyst for co-construction: the role of AI-directed speech recognition technology in the self-organization of knowledge. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1232423

Han, D. E. (2020). The effects of voice-based AI chatbots on Korean EFL middle school learners’ speaking competence and affective domains. Asia-pacific Journal of Convergent Research Interchange, 6(7), 71-80. http://dx.doi.org/10.47116/apjcri.2020.07.07

Herda, R. K., Travero, A. S., Kafabih, A., Koeswoyo, A. W., Sari, R. N., Hakiki, F. I., & Wahidah, N. (2024). Opportunities of using Chatgpt in academic writing: Perceptions of the Philippines and Indonesian learners. Jurnal Wahana Pendidikan, 11(2), 205-214. https://dx.doi.org/10.25157/jwp.v11i2.14922

Hohenstein, J., DiFranzo, D., Kizilcec, R. F., Aghajari, Z., Mieczkowski, H., Levy, K., Naaman, M., Hancock, J., & Jung, M. (2021). Artificial intelligence in communication impacts language and social relationships. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2102.05756

Inthanon, W., & Wised, S. (2024). Tailoring education: A comprehensive review of personalized learning approaches based on individual strengths, needs, skills, and interests. Journal of Education and Learning Reviews, 1(5), 35–46. https://doi.org/10.60027/jelr.2024.779

Jegede, O. O. (2024). Artificial Intelligence and English Language Learning: Exploring the Roles of AI-Driven Tools in Personalizing Learning and Providing Instant Feedback. Universal Library of Languages and Literatures, 01(02), 06–19. https://doi.org/10.70315/uloap.ullli.2024.0102002

Jehma, H., & Akaraphattanawong, A. (2023). VRChat as a virtual learning platform for enhancing English listening skills. International Journal of Information and Education Technology, 13(5), 813-817. https://doi: 10.18178/ijiet.2023.13.5.1872

Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context. Frontiers in Psychology, 13, 1049401. https://doi.org/10.3389/fpsyg.2022.1049401

Kristiawan, D., Bashar, K., & Pradana, D. A. (2024). Artificial Intelligence in English Language Learning: A Systematic Review of AI Tools, Applications, and Pedagogical Outcomes. The Art of Teaching English As a Foreign Language (TATEFL), 5(2), 207–218. https://doi.org/10.36663/tatefl.v5i2.912

Losi, R. V., Putra, E., Ali, N., & Dewi, A. S. (2024). Using Artificial Intelligent (AI) to Improve EFL Learners’ Writing Skill. IJEAL (International Journal of English and Applied Linguistics). 4(1). https://doi.org/ijeal.v4i1.3694

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey-Bass.

Muijs, D. (2011). Doing Quantitative Research in Education with SPSS (2nd ed.). SAGE Publications.

Muthmainnah, Ibna Seraj, P. M., & Oteir, I. (2022). Playing with AI to investigate human‐computer interaction technology and improving critical thinking skills to pursue 21st century age. Education Research International, 2022(1), 6468995. https://doi.org/10.1155/2022/6468995

Nugroho, A., Putro, N. H. P. S., & Syamsi, K. (2023). The Potentials of ChatGPT for Language Learning: Unpacking its Benefits and Limitations. Register Journal, 16(2), 224–247. https://doi.org/10.18326/register.v16i2.224-247

Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2307. https://doi.org/10.29333/ejmste/13428

Rukiati, E., Wicaksono, J. A., Taufan, G. T., & Suharsono, D. D. (2023). AI on Learning English: Application, Benefit, and Threat. Journal of Language, Communication, and Tourism, 1(2), 32–40. https://doi.org/10.25047/jlct.v1i2.3967

Fitriyah, & Ratnawati. (2025). Investigating generative AI utilization for project- based learning : Teachers’ role, challenges, and strategies in higher education. Jurnal Wahana Pendidikan, 12(2), 285–300. http://dx.doi.org/10.25157/jwp.v12i2.19776

Sain, Z. H., Serban, R., Abdullah, N. B., & Thelma, C. C. (2024). Benefits and Drawbacks of Leveraging ChatGPT to Enhance Writing Skills in Secondary Education. At-Tadzkir: Islamic Education Journal, 4(1), 40–52. https://doi.org/10.59373/attadzkir.v4i1.79

Shin, M. H. (2018). How to use artificial intelligence in the English language learning classroom. Indian Journal of Public Health Research & Development. https://doi.org/10.5958/0976-5506.2018.01058.6

Son, J. B., Ružić, N. K., & Philpott, A. (2023). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning. https://doi.org/10.1515/jccall-2023-0015

Son, J., Ružić, N. & Philpott, A. (2025). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning, 5(1), 94-112. https://doi.org/10.1515/jccall-2023-0015

Tashakkori, A., & Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research (2nd ed.). SAGE Publications.

Van Le, H., Nguyen, T. a. D., Le, D. H. N., Nguyen, P. U., & Nguyen, T. T. A. (2024). Unveiling critical reading strategies and challenges: a mixed-methods study among English major learners in a Vietnamese higher education institution. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2326732

Vieriu, A. M., & Petrea, G. (2025). The impact of artificial intelligence (AI) on learners’ academic development. Education Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343

Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Psychol: Educational Psychology. 14. https://doi.org/10.3389/fpsyg.2023.1261955

Wu, R., & Yu, Z. (2024). Do AI chatbots improve learners learning outcomes? Evidence from a meta‐analysis. British Journal of Educational Technology, 55(1), 10-33. https://doi.org/10.1111/bjet.13334

Xinhua, A. (2024). Enhancing Reading Comprehension with AI-Generated Adaptive Texts. International Journal of New Developments in Education, 6(7). https://doi.org/10.25236/ijnde.2024.060708

Yeh, H. C. (2024). The synergy of generative AI and inquiry-based learning: Transforming the landscape of English teaching and learning. Interactive Learning Environments, 33(1), 88–102. https://doi.org/10.1080/10494820.2024.2335491

Yin, T. T., & Hanif, H. (2024). Enhancing Malaysian University English Test Reading Skills: Investigating ESL Learners’ Performance and Perspectives on MUETBot Intervention. International Journal of Academic Research in Progressive Education and Development, 13(1), 1528-1536. http://dx.doi.org/10.6007/IJARPED/v13-i1/20745

Zhang, J., Zhu, C., & Zhang, Z. (2024). AI-powered language learning: The role of NLP in grammar, spelling, and pronunciation feedback. Applied and Computational Engineering, 102, 18–23. https://doi.org/10.54254/2755-2721/102/20240962




DOI: http://dx.doi.org/10.25157/jwp.v13i1.22475

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Jurnal Wahana Pendidikan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

 

Indexing: