THE IMPACT OF ARTIFICIAL INTELLIGENCE
ON PERSONALIZED LEARNING IN ENGLISH
LANGUAGE EDUCATION
EL IMPACTO DE LA INTELIGENCIA ARTIFICIAL EN EL APREN-
DIZAJE PERSONALIZADO EN LA ENSEÑANZA DEL INGLÉS
Augusto Paolo Bernal Parraga
Universidad de las Fuerzas Armadas ESPE
Edison Antonio Coronel RamÃrez
Ministerio de Educación del Ecuador
Ketty Jacqueline Aldas Macias
Ministerio de Educación del Ecuador
Carla Alejandra Carvajal Madrid
Ministerio de Educación del Ecuador
Bety Del Carmen Valarezo Espinoza
Ministerio de Educación del Ecuador
Juan Gabriel Vera Alcivar
Universidad Estatal de BolÃvar
Jefferson Uris Chávez Cedeño
Instituto Superior Tecnológico Galápagos
pág. 5500
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16234
The Impact of Artificial Intelligence on Personalized Learning in English Lan-
guage Education
Augusto Paolo Bernal Parraga1
abernal2009@gmail.com
https://orcid.org/0000-0003-0289-8427
Universidad de las Fuerzas Armadas ESPE
Edison Antonio Coronel RamÃrez
antonio.coronel@educacion.gob.ec
https://orcid.org/0009-0001-4755-3492
Ministerio de Educación del Ecuador
Ketty Jacqueline Aldas Macias
ketty.aldas@educacion.gob.ec
https://orcid.org/0009-0005-9142-5710
Ministerio de Educación del Ecuador
Carla Alejandra Carvajal Madrid
carla.carvajal@educacion.gob.ec
https://orcid.org/0009-0003-2601-1234
Ministerio de Educación del Ecuador
Bety Del Carmen Valarezo Espinoza
bety.valarezo@educacion.gob.ec
https://orcid.org/0009-0005-1214-1008
Ministerio de Educación del Ecuador
Juan Gabriel Vera Alcivar
juan.vera@ueb.edu.ec
https://orcid.org/0009-0009-8174-5680
Universidad Estatal de BolÃvar
Jefferson Uris Chávez Cedeño
uris.chavez@istgal.edu.ec
https://orcid.org/0009-0009-5528-0234
Instituto Superior Tecnológico Galápagos
ABSTRACT
This study examines the impact of Artificial Intelligence (AI) on personalized learning within English lan-
guage teaching. In the current educational context, AI is presented as a key tool to transform how students
interact with academic content, adapting teaching processes to meet the individual needs and capabilities
of each student. This article explores how AI platforms, through intelligent algorithms, can offer personal-
ized learning experiences that optimize English language teaching, improving both comprehension and oral
and written expression skills. The study focused on the implementation of AI tools across various educa-
tional institutions, observing their effect on student motivation, academic performance, and participation in
the English language learning process. A mixed-methods approach combining both quantitative and quali-
tative analysis was used. Through surveys, interviews, and tracking academic results before and after the
implementation of AI tools, data was collected on the effectiveness of personalized learning in improving
students' language skills. The findings reveal that integrating AI in the English classroom has a positive
impact on personalized learning, providing students with adaptive resources that adjust content and learning
pace based on their performance and individual needs. Additionally, a significant increase in student moti-
vation and participation was observed, as AI tools enable autonomous learning at their own pace. However,
the study also points out that the use of AI in English teaching presents certain challenges, such as the need
for continuous teacher training in using these tools and the unequal access to technology among students.
In conclusion, the research emphasizes the importance of AI as an effective resource for English language
teaching, but also highlights the need for equitable and adequate integration of these technologies in the
educational environment.
Keywords: artificial intelligence, personalized learning, english language education, language acquisition,
ai-driven platforms
1 Autor principal
Correspondencia: abernal2009@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16234
The Impact of Artificial Intelligence on Personalized Learning in English Lan-
guage Education
Augusto Paolo Bernal Parraga1
abernal2009@gmail.com
https://orcid.org/0000-0003-0289-8427
Universidad de las Fuerzas Armadas ESPE
Edison Antonio Coronel RamÃrez
antonio.coronel@educacion.gob.ec
https://orcid.org/0009-0001-4755-3492
Ministerio de Educación del Ecuador
Ketty Jacqueline Aldas Macias
ketty.aldas@educacion.gob.ec
https://orcid.org/0009-0005-9142-5710
Ministerio de Educación del Ecuador
Carla Alejandra Carvajal Madrid
carla.carvajal@educacion.gob.ec
https://orcid.org/0009-0003-2601-1234
Ministerio de Educación del Ecuador
Bety Del Carmen Valarezo Espinoza
bety.valarezo@educacion.gob.ec
https://orcid.org/0009-0005-1214-1008
Ministerio de Educación del Ecuador
Juan Gabriel Vera Alcivar
juan.vera@ueb.edu.ec
https://orcid.org/0009-0009-8174-5680
Universidad Estatal de BolÃvar
Jefferson Uris Chávez Cedeño
uris.chavez@istgal.edu.ec
https://orcid.org/0009-0009-5528-0234
Instituto Superior Tecnológico Galápagos
ABSTRACT
This study examines the impact of Artificial Intelligence (AI) on personalized learning within English lan-
guage teaching. In the current educational context, AI is presented as a key tool to transform how students
interact with academic content, adapting teaching processes to meet the individual needs and capabilities
of each student. This article explores how AI platforms, through intelligent algorithms, can offer personal-
ized learning experiences that optimize English language teaching, improving both comprehension and oral
and written expression skills. The study focused on the implementation of AI tools across various educa-
tional institutions, observing their effect on student motivation, academic performance, and participation in
the English language learning process. A mixed-methods approach combining both quantitative and quali-
tative analysis was used. Through surveys, interviews, and tracking academic results before and after the
implementation of AI tools, data was collected on the effectiveness of personalized learning in improving
students' language skills. The findings reveal that integrating AI in the English classroom has a positive
impact on personalized learning, providing students with adaptive resources that adjust content and learning
pace based on their performance and individual needs. Additionally, a significant increase in student moti-
vation and participation was observed, as AI tools enable autonomous learning at their own pace. However,
the study also points out that the use of AI in English teaching presents certain challenges, such as the need
for continuous teacher training in using these tools and the unequal access to technology among students.
In conclusion, the research emphasizes the importance of AI as an effective resource for English language
teaching, but also highlights the need for equitable and adequate integration of these technologies in the
educational environment.
Keywords: artificial intelligence, personalized learning, english language education, language acquisition,
ai-driven platforms
1 Autor principal
Correspondencia: abernal2009@gmail.com
pág. 5501
El impacto de la inteligencia artificial en el aprendizaje personalizado en la
enseñanza del inglés
RESUMEN
Este estudio analiza la influencia de la inteligencia artificial (IA) en el aprendizaje personalizado en el
contexto de la instrucción del inglés. Dentro del marco educativo contemporáneo, la Inteligencia Artificial
emerge como un instrumento esencial para modificar la forma en que los estudiantes interactúan con los
contenidos académicos, ajustando los procesos pedagógicos a las necesidades y habilidades individuales
de cada estudiante. Este estudio examina cómo las plataformas de Inteligencia Artificial, mediante la im-
plementación de algoritmos inteligentes, pueden proporcionar experiencias de aprendizaje personalizadas
que optimizan la instrucción del idioma inglés, potenciando tanto la comprensión como las competencias
de expresión oral y escrita. La investigación se enfocó en la implementación de herramientas de Inteligencia
Artificial en diversas instituciones educativas, evaluando su impacto en la motivación, el desempeño aca-
démico y la implicación de los alumnos en el proceso de adquisición del inglés. Se empleó una metodologÃa
mixta que integró análisis cuantitativo y cualitativo. Mediante encuestas, entrevistas y el monitoreo de los
resultados académicos previos y posteriores a la implementación de herramientas de Inteligencia Artificial,
se recolectaron datos relativos a la eficacia de la personalización del aprendizaje en la optimización de las
competencias lingüÃsticas de los estudiantes. Los descubrimientos indican que la incorporación de la Inte-
ligencia Artificial en el aula de inglés tiene un efecto positivo en la personalización del aprendizaje, ofre-
ciendo a los alumnos herramientas adaptativas que modulan los contenidos y la velocidad del aprendizaje
en función de su desempeño y requerimientos individuales. Adicionalmente, se registró un aumento consi-
derable en la motivación y la implicación estudiantil, dado que las herramientas de Inteligencia Artificial
facilitan un aprendizaje autónomo y a su propio ritmo. No obstante, el estudio también destaca que la im-
plementación de la Inteligencia Artificial en la pedagogÃa del inglés presenta ciertos retos, tales como la
exigencia de formación continua para los educadores en la utilización de estas herramientas y la desigualdad
en el acceso a la tecnologÃa entre los estudiantes. En conclusión, el estudio enfatiza la relevancia de la
Inteligencia Artificial como un instrumento eficiente para la instrucción del inglés. Sin embargo, también
enfatiza la necesidad de una integración equilibrada y apropiada de dichas tecnologÃas en el contexto edu-
cativo.
Palabras Claves: inteligencia artificial, aprendizaje personalizado, educación en lengua inglesa, adquisi-
ción de lenguaje, plataformas impulsadas por ia
ArtÃculo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025
El impacto de la inteligencia artificial en el aprendizaje personalizado en la
enseñanza del inglés
RESUMEN
Este estudio analiza la influencia de la inteligencia artificial (IA) en el aprendizaje personalizado en el
contexto de la instrucción del inglés. Dentro del marco educativo contemporáneo, la Inteligencia Artificial
emerge como un instrumento esencial para modificar la forma en que los estudiantes interactúan con los
contenidos académicos, ajustando los procesos pedagógicos a las necesidades y habilidades individuales
de cada estudiante. Este estudio examina cómo las plataformas de Inteligencia Artificial, mediante la im-
plementación de algoritmos inteligentes, pueden proporcionar experiencias de aprendizaje personalizadas
que optimizan la instrucción del idioma inglés, potenciando tanto la comprensión como las competencias
de expresión oral y escrita. La investigación se enfocó en la implementación de herramientas de Inteligencia
Artificial en diversas instituciones educativas, evaluando su impacto en la motivación, el desempeño aca-
démico y la implicación de los alumnos en el proceso de adquisición del inglés. Se empleó una metodologÃa
mixta que integró análisis cuantitativo y cualitativo. Mediante encuestas, entrevistas y el monitoreo de los
resultados académicos previos y posteriores a la implementación de herramientas de Inteligencia Artificial,
se recolectaron datos relativos a la eficacia de la personalización del aprendizaje en la optimización de las
competencias lingüÃsticas de los estudiantes. Los descubrimientos indican que la incorporación de la Inte-
ligencia Artificial en el aula de inglés tiene un efecto positivo en la personalización del aprendizaje, ofre-
ciendo a los alumnos herramientas adaptativas que modulan los contenidos y la velocidad del aprendizaje
en función de su desempeño y requerimientos individuales. Adicionalmente, se registró un aumento consi-
derable en la motivación y la implicación estudiantil, dado que las herramientas de Inteligencia Artificial
facilitan un aprendizaje autónomo y a su propio ritmo. No obstante, el estudio también destaca que la im-
plementación de la Inteligencia Artificial en la pedagogÃa del inglés presenta ciertos retos, tales como la
exigencia de formación continua para los educadores en la utilización de estas herramientas y la desigualdad
en el acceso a la tecnologÃa entre los estudiantes. En conclusión, el estudio enfatiza la relevancia de la
Inteligencia Artificial como un instrumento eficiente para la instrucción del inglés. Sin embargo, también
enfatiza la necesidad de una integración equilibrada y apropiada de dichas tecnologÃas en el contexto edu-
cativo.
Palabras Claves: inteligencia artificial, aprendizaje personalizado, educación en lengua inglesa, adquisi-
ción de lenguaje, plataformas impulsadas por ia
ArtÃculo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025
pág. 5502
INTRODUCTION
Contextualization of the Topic
The swift advancement of Artificial Intelligence (AI) technologies has resulted in a substantial alteration
of educational methodologies, particularly in language acquisition. The importance of AI in personalized
education is widely acknowledged for its capacity to customize learning experiences according to the
unique needs, preferences, and abilities of individuals. In English language education, AI-driven personal-
ized learning offers learners the opportunity to interact with content tailored to their individual learning
pace, understanding levels, and areas for enhancement (González, 2022). The notion of customized learn-
ing, augmented by AI, posits that each student possesses unique learning needs that must be met within a
flexible, responsive environment (Pérez & RodrÃguez, 2021). This tailored methodology is crucial in Eng-
lish language teaching, as it addresses diverse skill levels, cultural contexts, and learning modalities (Ser-
rano & López, 2023).
AI-driven platforms possess the capacity to transform the English language acquisition process by deliver-
ing immediate feedback, suggesting resources, and adjusting to the changing requirements of learners (Mar-
tÃnez & Silva, 2021). These technologies provide constant monitoring of student progress, guaranteeing
that classes and exercises consistently maintain an optimal level of challenge. The utilization of AI in Eng-
lish language schools is more prevalent, since it offers the potential to improve motivation, engagement,
and retention (RodrÃguez & Pérez, 2023).
Review of the Literature
Recent study underscores the advantages of using AI into education, especially within language learning
contexts. The significance of AI in promoting personalized learning has been extensively examined in nu-
merous research, indicating that it enhances learning outcomes through tailored instruction (López & Gon-
zález, 2022). AI-driven language learning tools, like Duolingo, employ algorithms to customize lessons
according to the learner's proficiency level, hence enhancing the efficiency and engagement of the learning
process (Alvarado, 2022). Research conducted by Pérez et al. (2023) indicates that these programs enhance
student motivation through interactive activities tailored to the learner's speed and performance. The incor-
poration of AI into English language instruction improves language acquisition by emphasizing vocabulary,
grammar, and speaking abilities through interactive simulations (González & Sánchez, 2021).
INTRODUCTION
Contextualization of the Topic
The swift advancement of Artificial Intelligence (AI) technologies has resulted in a substantial alteration
of educational methodologies, particularly in language acquisition. The importance of AI in personalized
education is widely acknowledged for its capacity to customize learning experiences according to the
unique needs, preferences, and abilities of individuals. In English language education, AI-driven personal-
ized learning offers learners the opportunity to interact with content tailored to their individual learning
pace, understanding levels, and areas for enhancement (González, 2022). The notion of customized learn-
ing, augmented by AI, posits that each student possesses unique learning needs that must be met within a
flexible, responsive environment (Pérez & RodrÃguez, 2021). This tailored methodology is crucial in Eng-
lish language teaching, as it addresses diverse skill levels, cultural contexts, and learning modalities (Ser-
rano & López, 2023).
AI-driven platforms possess the capacity to transform the English language acquisition process by deliver-
ing immediate feedback, suggesting resources, and adjusting to the changing requirements of learners (Mar-
tÃnez & Silva, 2021). These technologies provide constant monitoring of student progress, guaranteeing
that classes and exercises consistently maintain an optimal level of challenge. The utilization of AI in Eng-
lish language schools is more prevalent, since it offers the potential to improve motivation, engagement,
and retention (RodrÃguez & Pérez, 2023).
Review of the Literature
Recent study underscores the advantages of using AI into education, especially within language learning
contexts. The significance of AI in promoting personalized learning has been extensively examined in nu-
merous research, indicating that it enhances learning outcomes through tailored instruction (López & Gon-
zález, 2022). AI-driven language learning tools, like Duolingo, employ algorithms to customize lessons
according to the learner's proficiency level, hence enhancing the efficiency and engagement of the learning
process (Alvarado, 2022). Research conducted by Pérez et al. (2023) indicates that these programs enhance
student motivation through interactive activities tailored to the learner's speed and performance. The incor-
poration of AI into English language instruction improves language acquisition by emphasizing vocabulary,
grammar, and speaking abilities through interactive simulations (González & Sánchez, 2021).
pág. 5503
A significant advantage of AI in language acquisition is its capacity to provide immediate feedback, which
is essential for learners. MartÃnez et al. (2022) assert that the instantaneous feedback offered by AI-driven
platforms enables students to rectify errors in real-time, hence enhancing their comprehension of the lan-
guage and reinforcing concepts (López & MartÃnez, 2021). Moreover, AI promotes self-directed learning,
enabling students to assume responsibility for their educational journey and advance at their own speed
(Serrano & Pérez, 2022).
The incorporation of Artificial Intelligence (AI) into educational methodologies, especially in language
instruction, has garnered considerable interest in recent years. AI-driven solutions provide customized ed-
ucational experiences, tailoring to the specific demands and learning preferences of students. The capacity
to tailor material delivery can significantly improve English language instruction by offering focused as-
sistance to learners at various skill levels.
Prior studies have demonstrated that AI technologies are especially proficient at enhancing language abili-
ties, including reading comprehension and writing. Bernal Parraga et al. (2024) investigated the use of AI
in social studies education and discovered that AI tools enhance individualized learning by providing adapt-
able pathways that modify based on students' learning advancements. This finding corroborates the current
study's assertion that AI can similarly improve English language acquisition by tackling the distinct obsta-
cles encountered by each learner, hence cultivating a more engaging and successful educational environ-
ment (Bernal Parraga et al., 2024).
The integration of digital technologies in educational environments has demonstrated enhancements in both
understanding and creativity in primary school. A study conducted by Bernal Parraga et al. (2024) examined
the influence of digital technology on reading comprehension and creativity within language and literature
education. The findings underscored the significance of using these technologies to augment students' in-
teraction with educational resources, reinforcing the idea that AI tools can be essential in fostering an in-
teractive and dynamic learning experience for English language learners. The integration of digital plat-
forms with AI cultivates an enhanced, student-centered learning environment that empowers learners to
assume responsibility for their educational journey, hence enhancing academic performance and cognitive
skills (Bernal Parraga et al., 2024).
A significant advantage of AI in language acquisition is its capacity to provide immediate feedback, which
is essential for learners. MartÃnez et al. (2022) assert that the instantaneous feedback offered by AI-driven
platforms enables students to rectify errors in real-time, hence enhancing their comprehension of the lan-
guage and reinforcing concepts (López & MartÃnez, 2021). Moreover, AI promotes self-directed learning,
enabling students to assume responsibility for their educational journey and advance at their own speed
(Serrano & Pérez, 2022).
The incorporation of Artificial Intelligence (AI) into educational methodologies, especially in language
instruction, has garnered considerable interest in recent years. AI-driven solutions provide customized ed-
ucational experiences, tailoring to the specific demands and learning preferences of students. The capacity
to tailor material delivery can significantly improve English language instruction by offering focused as-
sistance to learners at various skill levels.
Prior studies have demonstrated that AI technologies are especially proficient at enhancing language abili-
ties, including reading comprehension and writing. Bernal Parraga et al. (2024) investigated the use of AI
in social studies education and discovered that AI tools enhance individualized learning by providing adapt-
able pathways that modify based on students' learning advancements. This finding corroborates the current
study's assertion that AI can similarly improve English language acquisition by tackling the distinct obsta-
cles encountered by each learner, hence cultivating a more engaging and successful educational environ-
ment (Bernal Parraga et al., 2024).
The integration of digital technologies in educational environments has demonstrated enhancements in both
understanding and creativity in primary school. A study conducted by Bernal Parraga et al. (2024) examined
the influence of digital technology on reading comprehension and creativity within language and literature
education. The findings underscored the significance of using these technologies to augment students' in-
teraction with educational resources, reinforcing the idea that AI tools can be essential in fostering an in-
teractive and dynamic learning experience for English language learners. The integration of digital plat-
forms with AI cultivates an enhanced, student-centered learning environment that empowers learners to
assume responsibility for their educational journey, hence enhancing academic performance and cognitive
skills (Bernal Parraga et al., 2024).
pág. 5504
These research establish a robust basis for comprehending the function of AI in educational settings, illus-
trating its capacity to improve student engagement and learning outcomes, especially in language education.
The incorporation of AI in English language education represents both a technological progression and a
pedagogical approach that can profoundly alter the methods of language instruction and acquisition in the
21st century.
Formulation of the Research Problem
Although AI demonstrates considerable potential in individualized learning, there are deficiencies in com-
prehending its complete capabilities, especially with English language education. A significant difficulty is
the optimum integration of AI into current teaching techniques, ensuring it enhances traditional approaches
without eclipsing human instruction (RodrÃguez & Silva, 2022). Furthermore, concerns have emerged re-
garding equality and accessibility, as AI-based solutions may not be uniformly available to all pupils, par-
ticularly those from underprivileged backgrounds (Alvarado & Sánchez, 2023). This research seeks to in-
vestigate the effects of AI-driven tailored learning platforms on English language learners and assess the
efficacy of these platforms in enhancing language acquisition.
Theoretical Framework
This study's theoretical framework is grounded in constructivist learning theory, which highlights the active
participation of learners in developing their understanding through environmental interaction (Vygotsky,
2022). This paradigm corresponds with AI's function in personalized education, offering students custom-
ized learning trajectories that cater to their individual requirements, hence facilitating more significant and
engaged learning experiences (Freire, 2021). Moreover, the notion of adaptive learning, wherein AI modi-
fies the difficulty level according to student success, aligns with the zone of proximal development (ZPD),
positing that learning is most efficacious when it transpires just outside the learner's existing capabilities
(Vygotsky, 2022).
Purpose and Objectives of the Study
The main objective of this study is to assess the influence of AI-driven personalized learning platforms on
the process of acquiring the English language. The study specifically intends to:
Evaluate the efficacy of AI platforms in improving vocabulary learning and grammar comprehension
among English learners (Pérez et al., 2021).
These research establish a robust basis for comprehending the function of AI in educational settings, illus-
trating its capacity to improve student engagement and learning outcomes, especially in language education.
The incorporation of AI in English language education represents both a technological progression and a
pedagogical approach that can profoundly alter the methods of language instruction and acquisition in the
21st century.
Formulation of the Research Problem
Although AI demonstrates considerable potential in individualized learning, there are deficiencies in com-
prehending its complete capabilities, especially with English language education. A significant difficulty is
the optimum integration of AI into current teaching techniques, ensuring it enhances traditional approaches
without eclipsing human instruction (RodrÃguez & Silva, 2022). Furthermore, concerns have emerged re-
garding equality and accessibility, as AI-based solutions may not be uniformly available to all pupils, par-
ticularly those from underprivileged backgrounds (Alvarado & Sánchez, 2023). This research seeks to in-
vestigate the effects of AI-driven tailored learning platforms on English language learners and assess the
efficacy of these platforms in enhancing language acquisition.
Theoretical Framework
This study's theoretical framework is grounded in constructivist learning theory, which highlights the active
participation of learners in developing their understanding through environmental interaction (Vygotsky,
2022). This paradigm corresponds with AI's function in personalized education, offering students custom-
ized learning trajectories that cater to their individual requirements, hence facilitating more significant and
engaged learning experiences (Freire, 2021). Moreover, the notion of adaptive learning, wherein AI modi-
fies the difficulty level according to student success, aligns with the zone of proximal development (ZPD),
positing that learning is most efficacious when it transpires just outside the learner's existing capabilities
(Vygotsky, 2022).
Purpose and Objectives of the Study
The main objective of this study is to assess the influence of AI-driven personalized learning platforms on
the process of acquiring the English language. The study specifically intends to:
Evaluate the efficacy of AI platforms in improving vocabulary learning and grammar comprehension
among English learners (Pérez et al., 2021).
pág. 5505
Examine the influence of AI on student motivation, engagement, and autonomy within the realm of English
language instruction (RodrÃguez & Pérez, 2022).
Examine the problems and opportunities that AI introduces in the incorporation of individualized learning
inside conventional language teaching approaches (González & Sánchez, 2023).
Propose strategies for the integration of AI-driven platforms in English language schools to enhance learn-
ing outcomes (MartÃnez & Silva, 2021).
METHODOLOGY Y MATERIALS
Research Approach and Design
This research utilized a mixed-methods approach to investigate the influence of Artificial Intelligence (AI)
on individualized learning in English language instruction. Qualitative and quantitative data were gathered
to evaluate the efficacy of AI-driven platforms in improving student learning. The quantitative component
comprised pre- and post-tests to assess enhancements in English language proficiency, whereas the quali-
tative component involved interviews and focus groups to collect insights regarding students' experiences
with AI-assisted learning tools (Pérez & RodrÃguez, 2022; MartÃnez et al., 2023). This mixed-methods de-
sign facilitated a thorough comprehension of the effects of AI on learning outcomes and student engage-
ment (López & González, 2022).
Sample
The sample consisted of 120 students from three distinct high schools, all of whom were engaged in English
language courses. The students were chosen through purposive sampling to ensure a representative cohort
of learners with diverse levels of English ability. The sample comprised students aged 14 to 18, ensuring
equitable representation of both genders and varied socio-economic situations. The students were randomly
allocated to either the experimental group, utilizing AI-assisted learning tools, or the control group, adher-
ing to conventional teaching approaches (Serrano & Pérez, 2023; RodrÃguez & Silva, 2022).
Technological Instruments Used
The experimental group utilized various AI-driven learning platforms to provide individualized education.
These encompassed Duolingo, a language acquisition application that employs AI to tailor courses accord-
ing on student performance, and Grammarly, an AI-powered service that offers instantaneous feedback on
writing tasks. Furthermore, virtual classrooms employing AI technologies, such as Google Classroom, were
Examine the influence of AI on student motivation, engagement, and autonomy within the realm of English
language instruction (RodrÃguez & Pérez, 2022).
Examine the problems and opportunities that AI introduces in the incorporation of individualized learning
inside conventional language teaching approaches (González & Sánchez, 2023).
Propose strategies for the integration of AI-driven platforms in English language schools to enhance learn-
ing outcomes (MartÃnez & Silva, 2021).
METHODOLOGY Y MATERIALS
Research Approach and Design
This research utilized a mixed-methods approach to investigate the influence of Artificial Intelligence (AI)
on individualized learning in English language instruction. Qualitative and quantitative data were gathered
to evaluate the efficacy of AI-driven platforms in improving student learning. The quantitative component
comprised pre- and post-tests to assess enhancements in English language proficiency, whereas the quali-
tative component involved interviews and focus groups to collect insights regarding students' experiences
with AI-assisted learning tools (Pérez & RodrÃguez, 2022; MartÃnez et al., 2023). This mixed-methods de-
sign facilitated a thorough comprehension of the effects of AI on learning outcomes and student engage-
ment (López & González, 2022).
Sample
The sample consisted of 120 students from three distinct high schools, all of whom were engaged in English
language courses. The students were chosen through purposive sampling to ensure a representative cohort
of learners with diverse levels of English ability. The sample comprised students aged 14 to 18, ensuring
equitable representation of both genders and varied socio-economic situations. The students were randomly
allocated to either the experimental group, utilizing AI-assisted learning tools, or the control group, adher-
ing to conventional teaching approaches (Serrano & Pérez, 2023; RodrÃguez & Silva, 2022).
Technological Instruments Used
The experimental group utilized various AI-driven learning platforms to provide individualized education.
These encompassed Duolingo, a language acquisition application that employs AI to tailor courses accord-
ing on student performance, and Grammarly, an AI-powered service that offers instantaneous feedback on
writing tasks. Furthermore, virtual classrooms employing AI technologies, such as Google Classroom, were
pág. 5506
utilized to improve communication and track students' progress (González & Sánchez, 2021). AI-driven
simulations and speech recognition applications, such as Rosetta Stone and Babbel, were incorporated into
the educational framework to assist students in developing their speaking and listening competencies in
English (Pérez et al., 2021).
Procedure
The intervention spanned 10 weeks, during which the experimental group utilized AI-assisted learning
technologies in their standard English lessons. The control group received conventional education, com-
prising teacher-led classes, textbook tasks, and written evaluations. Both groups were allotted an equivalent
duration of instructional time. Data was gathered at the study's inception (pre-test) and after a duration of
10 weeks (post-test) to assess advancements in language competence. Furthermore, interviews and focus
groups were executed to gather students' experiences and attitudes regarding AI-based learning tools (Mar-
tÃnez & Silva, 2022).
Data Collection Instruments
Data collection methods comprised pre- and post-tests to evaluate enhancements in English language pro-
ficiency, particularly in reading, writing, and speaking. The assessments were formulated in accordance
with the Common European Framework of Reference for Languages (CEFR) criteria, and students' perfor-
mance was evaluated to ascertain the efficacy of AI-driven learning platforms (López & González, 2023).
Alongside the assessments, qualitative data was gathered via semi-structured interviews and focus groups
with students from both cohorts. The interviews sought to investigate students' impressions of AI learning
aids and their effects on motivation, engagement, and language acquisition (RodrÃguez & Pérez, 2023).
Data Analysis
The quantitative data from the pre- and post-tests were examined with paired sample t-tests to identify
significant differences between the experimental and control groups. Descriptive statistics, including means
and standard deviations, were employed to evaluate enhancements in language skill across time. The qual-
itative data from the interviews and focus groups were evaluated by thematic analysis, facilitating the iden-
tification of recurring themes and patterns concerning student participation, motivation, and perceptions of
AI technologies (Serrano & Gómez, 2023). NVivo software was employed for coding and analyzing qual-
itative data to verify the reliability and validity of the findings (González & RodrÃguez, 2022).
utilized to improve communication and track students' progress (González & Sánchez, 2021). AI-driven
simulations and speech recognition applications, such as Rosetta Stone and Babbel, were incorporated into
the educational framework to assist students in developing their speaking and listening competencies in
English (Pérez et al., 2021).
Procedure
The intervention spanned 10 weeks, during which the experimental group utilized AI-assisted learning
technologies in their standard English lessons. The control group received conventional education, com-
prising teacher-led classes, textbook tasks, and written evaluations. Both groups were allotted an equivalent
duration of instructional time. Data was gathered at the study's inception (pre-test) and after a duration of
10 weeks (post-test) to assess advancements in language competence. Furthermore, interviews and focus
groups were executed to gather students' experiences and attitudes regarding AI-based learning tools (Mar-
tÃnez & Silva, 2022).
Data Collection Instruments
Data collection methods comprised pre- and post-tests to evaluate enhancements in English language pro-
ficiency, particularly in reading, writing, and speaking. The assessments were formulated in accordance
with the Common European Framework of Reference for Languages (CEFR) criteria, and students' perfor-
mance was evaluated to ascertain the efficacy of AI-driven learning platforms (López & González, 2023).
Alongside the assessments, qualitative data was gathered via semi-structured interviews and focus groups
with students from both cohorts. The interviews sought to investigate students' impressions of AI learning
aids and their effects on motivation, engagement, and language acquisition (RodrÃguez & Pérez, 2023).
Data Analysis
The quantitative data from the pre- and post-tests were examined with paired sample t-tests to identify
significant differences between the experimental and control groups. Descriptive statistics, including means
and standard deviations, were employed to evaluate enhancements in language skill across time. The qual-
itative data from the interviews and focus groups were evaluated by thematic analysis, facilitating the iden-
tification of recurring themes and patterns concerning student participation, motivation, and perceptions of
AI technologies (Serrano & Gómez, 2023). NVivo software was employed for coding and analyzing qual-
itative data to verify the reliability and validity of the findings (González & RodrÃguez, 2022).
pág. 5507
Ethical Considerations
Ethical approval for the study was secured from the institutional review board at the participating institu-
tions. Informed consent was secured from all students and their parents or guardians, ensuring participants
comprehended the study's objective and their rights. The research upheld confidentiality and anonymity by
allocating pseudonyms to participants and securely safeguarding all data (MartÃnez et al., 2021). Participa-
tion was voluntary, and students were notified that they might withdraw from the study at any moment
without repercussions.
Study Limitations
A main disadvantage of this study was the constrained sample size, restricted to three high schools located
in an urban setting. This may restrict the applicability of the findings to different geographical regions,
especially rural or underserved places where access to technology and resources may vary considerably
(Smith et al., 2023). Furthermore, the sample population comprised students aged 14 to 18, and it is plau-
sible that varying age groups may have disparate reactions to AI-based learning. Future study may investi-
gate the efficacy of AI-driven platforms across various educational environments, including urban and rural
schools, to evaluate the impact of contextual factors on outcomes (Jones & Lee, 2024).
The intervention lasted 10 weeks, which may have been inadequate to thoroughly assess the long-term
effects of AI-based learning on language acquisition. Prior research indicates that prolonged engagement
with individualized AI-driven learning environments may be essential to achieve lasting enhancements in
students' language competence (Chen et al., 2023). Extended intervention durations would enhance com-
prehension of how AI might promote long-term retention and mastering of language abilities, particularly
given the intricacies associated with second-language acquisition (Kumar & Singh, 2022).
A further disadvantage was the uniformity of the sample, which primarily comprised children with diverse
proficiency levels but lacked representation from those with learning difficulties or other special educa-
tional requirements. Given that AI-driven learning platforms are typically intended for a wide array of
students, it is essential to explore how these tools might be tailored for individuals with varying learning
profiles. Williams and Davies (2022) discovered that AI can significantly aid students with learning diffi-
culties, and subsequent research should incorporate this demographic to evaluate the efficacy of AI in more
inclusive educational settings.
Ethical Considerations
Ethical approval for the study was secured from the institutional review board at the participating institu-
tions. Informed consent was secured from all students and their parents or guardians, ensuring participants
comprehended the study's objective and their rights. The research upheld confidentiality and anonymity by
allocating pseudonyms to participants and securely safeguarding all data (MartÃnez et al., 2021). Participa-
tion was voluntary, and students were notified that they might withdraw from the study at any moment
without repercussions.
Study Limitations
A main disadvantage of this study was the constrained sample size, restricted to three high schools located
in an urban setting. This may restrict the applicability of the findings to different geographical regions,
especially rural or underserved places where access to technology and resources may vary considerably
(Smith et al., 2023). Furthermore, the sample population comprised students aged 14 to 18, and it is plau-
sible that varying age groups may have disparate reactions to AI-based learning. Future study may investi-
gate the efficacy of AI-driven platforms across various educational environments, including urban and rural
schools, to evaluate the impact of contextual factors on outcomes (Jones & Lee, 2024).
The intervention lasted 10 weeks, which may have been inadequate to thoroughly assess the long-term
effects of AI-based learning on language acquisition. Prior research indicates that prolonged engagement
with individualized AI-driven learning environments may be essential to achieve lasting enhancements in
students' language competence (Chen et al., 2023). Extended intervention durations would enhance com-
prehension of how AI might promote long-term retention and mastering of language abilities, particularly
given the intricacies associated with second-language acquisition (Kumar & Singh, 2022).
A further disadvantage was the uniformity of the sample, which primarily comprised children with diverse
proficiency levels but lacked representation from those with learning difficulties or other special educa-
tional requirements. Given that AI-driven learning platforms are typically intended for a wide array of
students, it is essential to explore how these tools might be tailored for individuals with varying learning
profiles. Williams and Davies (2022) discovered that AI can significantly aid students with learning diffi-
culties, and subsequent research should incorporate this demographic to evaluate the efficacy of AI in more
inclusive educational settings.
pág. 5508
The study predominantly utilized self-reported data from students and teachers concerning their experiences
with AI-driven learning tools. Qualitative data offers significant insights but is susceptible to biases, such
as social desirability bias, wherein respondents may furnish answers they perceive as more socially ac-
ceptable or aligned with the researcher's expectations (Johnson & Thompson, 2023). To address this con-
straint, subsequent research might integrate qualitative interviews with objective metrics of engagement
and performance, such as tracking software or real-time evaluations, to yield a more precise representation
of student participation and advancement (Taylor et al., 2022).
This study did not include the particular technological hurdles that schools may encounter when deploying
AI-driven solutions. Factors such as subpar internet connectivity, insufficient teacher training in AI tools,
and restricted access to devices may considerably affect the efficacy of AI-based learning (González &
RodrÃguez, 2022). Future research should prioritize the examination of obstacles to AI integration, such as
technological infrastructure and educator readiness, to guarantee the efficient utilization of AI-driven plat-
forms across varied educational environments (Alvarado & Sánchez, 2023).
This study offers significant insights into the effects of AI-driven personalized learning on English language
acquisition; however, future research should focus on enlarging the sample size, extending the intervention
duration, and investigating the wider applicability of AI across diverse educational settings. Moreover, it is
essential to confront the constraints associated with student diversity, data gathering methodologies, and
the technical obstacles of AI integration in educational settings.
RESULTS AND ANALYSIS
Quantitative Results: Impact of AI on English Language Learning
The quantitative analysis focused on the comparison of pre- and post-test scores in English language pro-
ficiency for the experimental group (AI-assisted learning) and the control group (traditional learning). Re-
sults from paired sample t-tests showed statistically significant improvements in the experimental group,
indicating that AI-driven personalized learning platforms contributed to better learning outcomes compared
to traditional methods.
Table 1: Pre-test and Post-test Scores in English Proficiency for Experimental and
Group Pre-test Mean Post-test Mean Mean Difference Significance (p)
Experimental 55.4 72.1 16.7 0.001
Control 54.3 58.7 4.4 0.072
The study predominantly utilized self-reported data from students and teachers concerning their experiences
with AI-driven learning tools. Qualitative data offers significant insights but is susceptible to biases, such
as social desirability bias, wherein respondents may furnish answers they perceive as more socially ac-
ceptable or aligned with the researcher's expectations (Johnson & Thompson, 2023). To address this con-
straint, subsequent research might integrate qualitative interviews with objective metrics of engagement
and performance, such as tracking software or real-time evaluations, to yield a more precise representation
of student participation and advancement (Taylor et al., 2022).
This study did not include the particular technological hurdles that schools may encounter when deploying
AI-driven solutions. Factors such as subpar internet connectivity, insufficient teacher training in AI tools,
and restricted access to devices may considerably affect the efficacy of AI-based learning (González &
RodrÃguez, 2022). Future research should prioritize the examination of obstacles to AI integration, such as
technological infrastructure and educator readiness, to guarantee the efficient utilization of AI-driven plat-
forms across varied educational environments (Alvarado & Sánchez, 2023).
This study offers significant insights into the effects of AI-driven personalized learning on English language
acquisition; however, future research should focus on enlarging the sample size, extending the intervention
duration, and investigating the wider applicability of AI across diverse educational settings. Moreover, it is
essential to confront the constraints associated with student diversity, data gathering methodologies, and
the technical obstacles of AI integration in educational settings.
RESULTS AND ANALYSIS
Quantitative Results: Impact of AI on English Language Learning
The quantitative analysis focused on the comparison of pre- and post-test scores in English language pro-
ficiency for the experimental group (AI-assisted learning) and the control group (traditional learning). Re-
sults from paired sample t-tests showed statistically significant improvements in the experimental group,
indicating that AI-driven personalized learning platforms contributed to better learning outcomes compared
to traditional methods.
Table 1: Pre-test and Post-test Scores in English Proficiency for Experimental and
Group Pre-test Mean Post-test Mean Mean Difference Significance (p)
Experimental 55.4 72.1 16.7 0.001
Control 54.3 58.7 4.4 0.072