The University of the West Indies  

St. Augustine Campus 

Faculty of Humanities and Education 

Caribbean Studies Project 

HUMN 3099 

 

Student name: SHANIA BHUSHANIE SAMMY 

Student ID no.: 816029892 

Degree Program: B.A. SPANISH, Minor Linguistics 

Supervisor:  Paola Palma  

 

Title of Thesis: 

AI and L2 Learners: A Study of Artificial Intelligence in Second Language Learning 

- User Awareness and Interactions with Agents, at the University of the West Indies. 

 

Word count: 8116 words 

 

 

Declaration 

 

1. I declare that this thesis has been composed solely by myself and that it has not been submitted, in whole or in part, 

in any previous application for a degree. Except where stated otherwise by reference or acknowledgment, the work 

presented is entirely my own. 

2. I authorise The University of the West Indies to make a physical or digital copy of my thesis/research paper/project 

report for its preservation, for public reference, and for the purpose of inter-library loan. 

 

Signature of Student: __________________________________ Date: 10/04/2024 



 
 

 
 

THE UNIVERSITY OF THE WEST INDIES 

The Office of the Board for Undergraduate Studies 

 

INDIVIDUAL PLAGIARISM DECLARATION 

 

This declaration is being made in accordance with the University Regulations on Plagiarism (First 

Degrees, Diplomas and Certificate) and should be attached to all work submitted by a student to 

be assessed as part of or/the entire requirement of the course, other than work submitted in an 

invigilated examination. 

 

Statement 

1. I have read the Plagiarism Regulations as set out in the Faculty Handbook and University 

websites related to the submission of coursework for assessment. 

2. I declare that I understand that plagiarism is the use of another’s work pretending that it is 

one’s own and that it is a serious academic offence for which the University may impose severe 

penalties. 

3. I declare that the submitted work indicated below is my own work, except where duly 

acknowledged and referenced. 

4. I also declare that this paper has not been previously submitted for credit either in its entirety 

or in part within the UWI or elsewhere. 

5. I understand that I may be required to submit the work in electronic form and accept that the 

University may check the originality of the work using a computer-based plagiarism detection 

service. 

 

TITLE OF ASSIGNMENT – AI and L2 Learners: A Study of Artificial Intelligence in Second 

Language Learning amongst Year 3 Spanish and French students- User Awareness and 

Interactions with Agents, at the University of the West Indies. 

 

COURSE CODE – HUMN 3099 

 

COURSE TITLE - CARIBBEAN STUDIES PROJECT 

 

STUDENT ID - 816029892 

 

By signing this declaration, you are confirming that the work you are submitting is original and 

does not contain any plagiarised material. 

I confirm that this assignment is my own work, and that the work of other persons has been fully 

acknowledged. 

 

SIGNATURE - _____________________________ 

 

DATE – 10/04/2024



i 
 

 

ACKNOWLEDGEMENTS 

I am deeply grateful to my Lord Jesus for granting me the strength and perseverance to 

complete this thesis. My heartfelt thanks go to my husband, Alex Sammy, for his unwavering 

support and encouragement throughout my academic journey. I am also indebted to my family for 

their constant belief in me.  

I extend my sincere appreciation to my supervisor, Paola Palma, whose dedication, and 

guidance were invaluable in shaping this thesis. Paola's diligence and expertise ensured that every 

aspect of my work met the highest standards.  

Additionally, I would like to acknowledge the moderators who provided invaluable support 

and guidance during our seminars. Lastly, I express my gratitude to all those who have supported 

and inspired me along the way. Your encouragement has been instrumental in this journey. 

 

 

 

 

 

 

 

 

 

 

 

 



 
  ii 

 

 

ABSTRACT 

This qualitative study investigates the influence of artificial intelligence (AI) on third-year 

Spanish and French second language (L2) learners at the University of the West Indies, assessing 

learners' awareness of AI integration, examining perceptions and attitudes towards AI agents, and 

exploring the impacts of AI on language learning. Previous studies have yet to fully delve into the 

impact of AI-supported instruction on Spanish and French language learners' accomplishments, 

therefore, examining how AI-assisted language learning tools affect L2 learners' achievements and 

perceptions of AI would significantly enrich current literature. 

To gather insights, the methodology entails surveying L2 Spanish and French learners to 

understand their awareness, attitudes, and experiences with AI tools like ChatGPT and Duolingo, 

amongst others, at the University of the West Indies. This qualitative case study employs a review 

and synthesis approach to existing literature to identify recurrent themes and patterns relevant to 

the objectives of this study.  

The results suggest a preference for traditional teaching methods despite the positive 

influence of AI tools on language skills, underscoring the enduring importance of human 

interaction in the learning process. Furthermore, participants express enthusiasm for increased AI 

integration but also voice concerns about potential over-reliance, emphasizing the necessity of a 

balanced approach to optimize learning experiences effectively. This research enhances 

understanding of learner preferences and emphasizes the critical role of human educators in 

navigating AI integration in language education.  

 

Keywords: Artificial Intelligence (AI), Second Language (L2) Learning, Awareness, Attitudes, 

Motivation, Educational Technology, Learner Preferences, Integration of AI.  



 
  iii 

 

 

CONTENTS 

Acknowledgements………………………………..……………………………………...………i 

Abstract…………………………………..……...…………………...…………………………..ii 

List of Figures………………………………..……………...…………….……………………...v 

List of Appendices……………………………….………..……………………………………..vi 

1. Introduction……………..…………………….…………………………..…………………...1 

1.1 Rationale……..……………………...………………………...………........................3 

1.2 Research Questions…………….……………………………………...........................4 

1.3 Objectives …………………………………………………………………………….4 

1.4 Significance of the Study ………………...………………….….…………………….5 

1.5 Limitations……………………………………..……………………………………...5 

1.6 Methodology…………………………………………...…………….………………..5 

1.7 Population and Sample………………...……………………………………………...6 

1.8 Data Collection……………………………...………………………………………...6 

1.9 Data Analysis…………..………………………………………………………….…..7 

1.10 Chapter Outline……………………………………………………………………....7 

2. Literature Review………………………..……………………………………………………8 

2.1 History of Technology……………………………...………….……………………...8 

2.2 Evolution of Technology……………………………………………….......................9 

2.3 Rise of Artificial Intelligence………………………………………………………...10 

2.4 Artificial Intelligence in the L2 Classroom………………………………………….12 

2.5 Attitudes toward AI in the L2 Classroom……………...………….…........................13 

2.6 Technological Integration……………………………….……...……………………13 



 
  iv 

 

 

2.7 Innovative Approaches of AI on Learner Motivation…………………………….….14 

2.8 Role of Human Educators……………………………………………........................15 

2.9 Summary ………………...…..……….……………………………………………...16 

3. Presentation of Data….…………...………………………………………………………....18 

3.1 Awareness/Familiarity Levels of AI Tools……….………...………………………..18 

3.2 Preferences and Attitudes Toward AI Tools…………………………........................21 

3.3 Motivation Levels…………………………...…….…………………........................22 

3.4 Improvement Patterns from Using AI Tools………………………….......................24 

3.5 Future Outlook……………………………………………………………………….26 

4. Discussion of Findings...……………………………………………………………………..29 

5. Conclusion……………………………...…………………………………….........................34 

 5.1 Recommendations for Future Research……………………………………………...34 

Works Cited……………………………………………………….………..…………………...36 

Appendix A – Questionnaire….……...………..……………………………………………….40 

 

 

 

 

 

 

 

 



 
  v 

 

 

LIST OF FIGURES 

Figure 1: Familiarity Levels of AI Tools…………………………………………………………18 

Figure 2: Respondents’ Preferences of AI Tools…….……...…..……………………………..…21 

Figure 3: Impact on Motivational Levels using AI Tools…………………………………………22 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 
  vi 

 

 

LIST OF APPENDICE 

Appendix A – Questionnaire..………………………..………………………………………...40 

 

 

 

 

 

 

 



1 
 

 

CHAPTER 1 

INTRODUCTION 

Artificial Intelligence, also known as AI, has permeated numerous sectors, from commerce 

to healthcare, and education.  The world has embraced technological innovation, especially since 

the onset of the 2020 global COVID-19 pandemic that compelled people to rely on technology for 

education and work purposes.  Collectively the post-pandemic world has maintained its high 

dependency on technology.  AI or machine intelligence, represents a form of intelligence displayed 

by machines, differentiating it from the innate intelligence observed in humans and other living 

beings (Akgun and Greenhow 1, Fu et al. 1676).  Its capabilities encompass a variety of functions, 

including, but not limited to, speech recognition, learning, planning, and problem-solving 

(Mageira et al. 4).  AI is intentionally crafted to understand and address human inquiries, 

functioning as a platform that depends on human intelligence to provide relevant information (Ling 

3).  Various AI algorithms and tools prove favourable for the field of foreign language teaching 

and learning, for example ChatGPT, Duolingo, and Babbel (Ali et al. 42, Fu et al. 1676, Oluwafemi 

Ayotunde 216). Furthermore, statistics reveal that 85.88% of the world’s population have in their 

possession a smartphone, that is, 6.92 billion persons, according to Statista (Turner).  The capacity 

of AI to transform conventional teaching and learning approaches has drawn the interest of 

educators, researchers, and policymakers globally. By handling extensive data, interpreting 

intricate patterns, and offering personalized insights, AI presents innovative opportunities to enrich 

educational methodologies and improve student outcomes (Ling 4).  As a result, educational apps 

that are powered by machine learning and governed by AI are widely accessible to everyone with 

a smartphone.  



 
  2 

 

 

Nevertheless, it is important to know the meaning of a second language (L2) in this 

assessment to understand how AI machines aid in students’ L2 learning.  Understanding the 

meaning of a second language (L2) is crucial in this assessment because it forms the foundation 

for understanding the designed AI-powered tools that effectively support students in their L2 

learning journey. By grasping the complexity of the language, educators, and developers tailor AI 

interventions to address specific linguistic challenges, personalize learning experiences, and 

provide targeted assistance where students need it the most. In numerous regions globally, 

individuals acquire multiple languages naturally within their families and communities, which they 

later use for various purposes, including education (Davis 4). The learning of one's first language 

(L1) usually occurs effortlessly during childhood, in a process often referred to as naturalistic, 

without deliberate language acquisition efforts.  However, acquiring a second language (L2) can 

be a more diverse and complex journey, with learners facing challenges even after years of 

instruction (Davis 4). Second language acquisition (SLA) theory, proposed by Stephen Krashen, 

aims to identify the factors that influence the acquisition of a second language through a variety of 

concepts and factors. One example is Vygotsky’s Sociocultural Theory that focuses on 

socialization and cultural development of mental abilities, through having a cognitive-advanced 

individual interact with a less cognitive-advanced individual, for example, a teacher interacting 

with a child (Mcleod 588).  Through this interaction, the child’s cognitive ability develops.  

Therefore, in the second language learning classroom, children’s ability to be bilingual increases 

due to their exposure.  Vygotsky's Sociocultural Theory can be relevant to the use of AI in second 

language learning because if AI tools are developed to incorporate interaction, cultural context, 

and scaffolding in the learning process; they will provide valuable support and enhance the 

language learning experience for students through learning in this environment (Fu et al. 1677).  



 
  3 

 

 

AI chatbots function as ‘quick-witted’ educators, delivering educational content, fostering 

interactive discussions, and offering constructive feedback to students, among other roles (Mageira 

et al. 3). Harnessing its capacity to process extensive data, analyze intricate patterns, and provide 

personalized insights, AI introduces innovative approaches for reshaping educational practices and 

elevating student outcomes. In alignment with this trend, some educators have incorporated AI-

assisted language learning tools into education to assist learners in advancing their language skills. 

As an AI-assisted language learning tool, ChatGPT, which is designed to generate human-like text 

responses given a prompt making it well-suited for conversational applications, holds the potential 

to enhance language learners' skills and subskills (Ali et al. 43). It furnishes learners with writing 

ideas, proposes alternative sentences to enhance their writing proficiency, and contributes to their 

language learning accomplishments. AI-supported language learning tools are known for 

establishing immersive and captivating learning environments, enabling learners to conveniently 

undertake language learning tasks and elevate their overall language proficiency (Ali et al. 43, 

Ling 4). Moreover, AI chatbots can provide comprehensive support to students by addressing their 

inquiries and assisting them continuously, which effectively alleviates learners' apprehension of 

speaking or using the second language, as the AI operates in a multifaceted manner (Mageira et 

al. 3). 

 

1.1 Rationale 

Technological/Digital globalization, the process whereby people from around the world 

connect through using technological/electronic devices, has made it easier for people of different 

languages to communicate. Second language learning is therefore deemed a necessity for humans 

to communicate and interact with others around them.  Hence, it is important to study the 



 
  4 

 

 

development of AI usage at the University of the West Indies amongst second language learners, 

to understand their awareness, perceptions, and how it affects their motivation to learn.  This study 

is relevant for Caribbean society since it will reflect the technological advancements and 

individuals’ mindsets about AI in L2 learning.      

 

1.2 Research Questions 

1. To what extent are Year 3 Spanish and French L2 learners aware of the presence and use 

of AI in their language learning process at the University of the West Indies?   

2. What are the perceptions and attitudes of these L2 learners towards AI agents in second 

language learning contexts?  

3. How does user awareness of AI agents and their capabilities impact the motivation and 

engagement of L2 learners in language learning activities? 

 

1.3 Objectives 

1. To assess the level of awareness among third year L2 learners regarding the integration 

and utilization of AI in their language learning process at the University of the West Indies. 

2. To examine the perceptions and attitudes of third year L2 learners towards AI agents in 

second language learning contexts and to assess the influence of L2 learners’ knowledge 

about AI agents and their functionality on their motivation and engagement levels in 

various language learning contexts.  

3. To investigate the varied impacts of AI on second language learning within the University 

of the West Indies, focusing on the influence of AI agents and their functionalities on the 

motivation and engagement levels of L2 learners during language learning activities. 



 
  5 

 

 

1.4 Significance of the Study 

The study's significance lies in its contribution to understanding the dynamic relationship 

between AI and second language learning, specifically within the unique context of the University 

of the West Indies. Despite valuable previous studies that exist, they have not thoroughly explored 

the influence of AI-supported instruction on the language learning accomplishments of Spanish 

and French language learners. AI is developing fast and in recent years it has generated concerns 

in education. Hence, investigating the effects of AI-assisted language learning tools on the 

language learning achievements of L2 learners, and their perceptions of AI, will represent a 

substantial and worthwhile addition to the existing literature. The results aim to inform educational 

practices, offering insights that may influence future language learning strategies and the 

integration of AI technologies in the Caribbean setting. 

 

1.5 Limitations 

Potential limitations, such as sample size constraints and the inherent subjectivity of 

qualitative data, are acknowledged. Efforts will be made to mitigate these limitations and provide 

a transparent discussion of their potential impact on the study's outcomes. 

 

1.6 Methodology 

This study employs qualitative methodologies to gain a comprehensive understanding of 

the influence of artificial intelligence (AI) on second language learning. The research objectives 

are to explore the impact of AI in specific areas: AI Awareness, AI Attitudes, and AI on L2 

Learner’s Motivation. The targeted participants for this investigation are third-year Spanish and 

French students. 



 
  6 

 

 

The questionnaire, consisting of 19 questions, is strategically divided into four sections to 

assess different aspects related to AI in language learning. The instrument is administered through 

Google Forms for its accessibility and convenience, yet potential limitations related to the absence 

of face-to-face interaction are duly considered. 

 

1.7 Population and Sample 

The target population consists of third-year L2 learners of Spanish and French at the 

University of the West Indies, a total of twenty-eight (28) students.  In this study, a convenience 

sampling approach was employed to readily accessible participants because of their ongoing 

participation in second language learning. Additionally, the cost-effectiveness of this method was 

considered, as it minimized the need for extensive recruitment efforts or incentives.  

 

1.8 Data Collection 

Drawing from existing qualitative sources, this study will utilize a review and synthesis 

approach. Relevant literature and scholarly articles discussing the attitudes and experiences of L2 

learners towards AI in language learning will be used in the process of data comparison. The 

synthesized qualitative data will undergo thematic analysis to identify recurring patterns, themes, 

and insights related to the impact of AI on motivation and engagement in second language learning 

contexts at the University of the West Indies. This approach allows for a comprehensive 

exploration of existing knowledge and insights, contributing to a clearer understanding of the 

research questions. 



 
  7 

 

 

1.9 Data Analysis 

In the qualitative domain, the data analysis process will consist of blending insights from 

existing literature. Thematic analysis will be applied to spot recurrent themes and patterns within 

this literature. This approach aims to extract valuable qualitative insights from secondary sources, 

providing a deeper understanding of the attitudes and experiences of third year L2 learners towards 

AI in language learning at the University of the West Indies.  

 

1.10 Chapter Outline 

This study entails five (5) chapters. Chapter one (1), entitled Introduction gives a general 

background of the nature of study, rationale, research questions, objectives, significance of the 

study, limitations, and methodology. Chapter two (2), entitled Literature Review gives a historical 

perspective on technological advancements from humanity’s early days from the “abacus” to 

modern day use of smart-phones, and the integration of artificial intelligence in the classroom. 

Chapter three (3), entitled Presentation of Data presents the findings, on figures and tables, from 

the study, with regards to students’ awareness, perspectives, and motivational levels from using 

AI in their L2 process. Chapter four (4), entitled Discussion of Findings entails a comparative 

discussion of the results from the literature review and from the study undertaken at the U.W.I. 

Finally, Chapter five (5), entitled Conclusion summarizes the dissertation and highlights key points 

from the paper.  

 

 

 

 



 
  8 

 

 

CHAPTER 2 

LITERATURE REVIEW 

Artificial Intelligence or machine intelligence, represents a form of intelligence displayed 

by machines, differentiating it from the innate intelligence observed in humans and other living 

beings (Akgun and Greenhow 1, Fu et al. 1676).  Being in the digital age, or age of digital media, 

the escalating integration of artificial intelligence (AI) into language education necessitates a 

comprehensive exploration of its influence on L2 learners' attitudes, awareness, and motivation.  

Before exploring these influences, it is important to revisit history to understand how humanity 

revolutionized using technology and artificial intelligence in educational environments.   

 

2.1 History of Technology 

The historical roots of incorporating technology in education can be traced back to the 

earliest days of human civilization. The invention of the abacus in ancient Mesopotamia, around 

2500 BCE, was used by the Sumerians and Babylonian people, and it can be considered one of the 

earliest forms of technology used in education (Fernandes). The term "abacus" is derived from the 

Latin language and has its roots in the Greek terms abax or abakon, signifying "table" or "tablet." 

The abacus represents just one among various counting instruments employed for tallying large 

numbers (Fernandes). This simple device revolutionized learning, allowing for the efficient 

calculation of numbers.  

From the early days of chalkboards in 1801, to the integration of electronic devices in 

recent times, technology has played an instrumental role in education. Chalkboards, also known 

as blackboards, provided a convenient and reusable surface for teachers to present information and 

illustrate concepts (Muttappallymyalil et al. 589).  Alongside chalkboards, map diagrams became 



 
  9 

 

 

crucial in geography studies, allowing students to visualize and interpret geographical concepts 

more effectively (Muttappallymyalil et al. 590).  

Technology presented itself in numerous ways in the education system.  Notably, the 

introduction of paper in China during the 2nd century BCE marked a historical moment, offering 

educators a way to generate written work and distribute knowledge on a broader scale. The advent 

of paper, coupled with the evolution of writing systems, played an important role in recording and 

disseminating information. This breakthrough allowed for the preservation of knowledge, 

empowering subsequent generations to access and expand upon the wealth of information passed 

down through the ages (Cartwright). The mass production of printed materials revolutionized the 

accessibility of education, providing students with affordable resources to further their studies.   

 

2.2 Evolution of Technology 

As the 20th century dawned, the introduction of audio-visual resources further transformed 

education. The creation of the film projector in the late 19th century and the subsequent availability 

of educational films had a profound impact on teaching. Educators could now visually demonstrate 

complex concepts and engage students in a more immersive learning experience (Shabiralyani et 

al. 232). The rise of electronic devices like computers and the internet in the 20th century has 

transformed education in ways previously unimaginable (Rashid). Technological devices such as 

tablets and laptops have become omnipresent in modern classrooms, allowing students to access a 

wealth of information and educational resources in a matter of clicks. The internet has also enabled 

remote learning, making knowledge easily accessible to those who may not have physical access 

to traditional educational institutions. E-learning platforms, such as Moodle and Coursera, have 

gained widespread usage, and it is no surprise that the popularity of distance learning has increased 



 
  10 

 

 

in recent years (Rawashdeh 110).  However, it was the rise of computers and the internet in the 

late 20th century and early 21st century that truly revolutionized education. With the advent of 

electronic devices such as tablets, laptops, and desktop computers, students gained access to vast 

amounts of information and educational resources. The internet itself became a virtual classroom, 

opening a world of knowledge to those who previously had limited access to traditional 

educational institutions (Hanımoğlu 97).   

 

2.3 Rise of Artificial Intelligence 

In more recent years, the presence of AI in the education system is more prevalent than 

ever. AI is the simulation of human intelligence in machines which is programmed to think and 

learn like humans. AI was first used in technology in the mid-1950s, when computer scientists 

began developing programs that could simulate human intelligence (Anyoha). The term "artificial 

intelligence" (AI) was invented at the Dartmouth Conference in 1956, marking the formal 

beginning of AI as a field of study (McCarthy et al.). In the 1950s, the development of AI was 

exploratory, and researchers were optimistic about the potential for creating machines that could 

exhibit intelligent behaviour. 

One of the earliest AI programs developed in the 1950s was the Logic Theorist, created by 

Allen Newell and Herbert A. Simon in 1955. The Logic Theorist was designed to mimic human 

problem-solving skills and could prove mathematical theorems. It is considered one of the first 

examples of a program that utilized AI techniques (Anyoha).  While the 1950s saw the birth of AI 

as a concept, it is important to note that the field's early years were marked by theoretical 

exploration and limited practical implementations. Advances in AI technology and its widespread 

application in various domains occurred in the following decades (Gold).  



 
  11 

 

 

Much later, in the early 2000s, AI was introduced into the classroom as a form of 

educational technology.  Today, AI has become commonplace in classrooms worldwide. It 

presents numerous opportunities for the educational sector, such as automating grading systems, 

providing feedback on student work, and providing personalized learning paths. AI systems can 

analyze student data: their learning pace, strengths, and weaknesses, and personalize the learning 

experience for each student individually (Cardona et al. 12).  It is a technology used to make 

learning and teaching easier than one could possibly anticipate.   

AI is used in general education to provide smart learning recommendations, such as 

choosing the appropriate topics or learning materials for each student based on their abilities and 

interests. Additionally, AI-based chatbots, a computer program designed to simulate conversation 

with human users especially over the Internet, and digital assistants are used to answer student 

questions and provide personalized support to students. Various AI algorithms and tools prove 

favourable for the field of foreign language teaching and learning, for example ChatGPT, 

Duolingo, and Babbel (Fu et al. 1676, Oluwafemi Ayotunde 221). These programs are often 

powered by artificial intelligence (AI) and can be integrated into messaging platforms, websites, 

or applications. The primary purpose of chatbots is to provide information, answer questions, assist 

with tasks, or engage in conversation in a manner that resembles human interaction (IBM). AI in 

L2 learning can be used to identify language learners' pedagogical needs, such as improving 

writing or speaking skills. Also, AI-based writing assessment systems can analyze the structure, 

grammar, and style of writing, providing personalized feedback to students. Speech recognition 

technologies can be leveraged to enhance pronunciation and conversation skills among students, 

providing targeted remedial work, and increasing engagement within the classroom (Ling 3). 

 



 
  12 

 

 

2.4 Artificial Intelligence in the L2 Classroom 

Furthermore, it can be acknowledged that artificial intelligence has revolutionized the way 

language learning is approached in classrooms (Guerra). AI-powered systems have improved 

preparation and grading processes, freeing up educators to spend more time with their students. AI 

algorithms allow for personalized learning based on student needs, which enables better 

engagement and learning outcomes. Interactive and adaptive activities with AI technology show 

wide potential to increase student interaction and engagement in the classroom, creating more 

stimulating and effective learning environments (Guerra). 

Despite the significant advantages of incorporating AI in education, students encounter 

various challenges that can ultimately result in limited or negative outcomes. For example, 

Arkorful and Abaidoo (2015) highlighted in their study that AI-driven learning, in certain cases, 

involves remote and contemplative experiences, leading to a lack of student interaction 

(Rawashdeh 114). When compared to traditional educational methods, AI-based learning may 

prove to be less effective due to the absence of face-to-face interactions with instructors or 

teachers. In AI-driven learning, assessments are typically conducted online, reducing the 

likelihood of preventing dishonest activities such as cheating and plagiarism (Rawashdeh 115). 

There are also potential ethical considerations when it comes to AI usage, which could cause 

barriers to adopt this technology in the classroom. According to Akgun and Greenhow, it is crucial 

to ensure that student privacy is not always sacrificed at the expense of personalized learning (4). 

The use of AI in the classroom could also lead to a reduction in human interaction at a time when 

many students are already struggling with a lack of engagement (Seo et al. 3). However, the 

indiscriminate collection and analysis of student data by AI systems may be perceived as a 

violation of privacy, as demonstrated by the Facebook–Cambridge Analytica data scandal (Seo et 



 
  13 

 

 

al. 2). The actions of AI agents that neglect to consider the risks of data bias or algorithmic bias 

are seen by students as discriminatory (Seo et al 3). Instructors express concerns that an excessive 

reliance on AI systems may compromise students' ability to learn independently, solve problems 

creatively, and engage in critical thinking (Seo et al 4).  

Navigating the multifaceted terrain of AI's influence on language education, this literature 

review will now delve into learner attitudes, technological integration, innovative approaches, and 

the enduring role of human educators.   

 

2.5 Attitudes Toward AI in the L2 Classroom 

In exploring attitudes and perceptions towards AI in language learning, Davis investigates 

the experiences and beliefs of both second language (L2) learners and teachers (50). The study 

reveals a prevalent belief (75.7%) that substituting human partners with current conversational AI 

tools would diminish the learning experience. Additionally, Mageira et al. scrutinize the usage of 

AsasaraBots, an educational AI chatbot, in L2 learning, uncovering a relatively low positive 

attitude toward utilizing this chatbot for language learning (13). These findings underline the 

importance of understanding learner preferences and attitudes, especially when integrating AI 

tools into language education. These studies also highlight the imperative of acknowledging and 

addressing learner preferences and attitudes to ensure effective integration of AI tools in language 

education, revealing prevalent concerns about the potential impact of substituting human 

interaction with current conversational AI and the relatively low positive attitude towards 

AsasaraBots in L2 learning. 

 



 
  14 

 

 

2.6 Technological Integration 

In addition to students’ attitudes, fields of technological integration and academic 

achievement were analyzed. Oluwafemi Ayotunde et al. explore the use of Learning Management 

Systems (LMS), a software application or web-based technology utilized for organizing, 

executing, and evaluating a designated learning procedure, for foreign language learning, reporting 

increased learning satisfaction and academic achievement (220). This emphasizes the positive 

impact of AI-driven technologies on both student engagement and educational outcomes. Also, 

Zou et al.'s focus on supporting speaking practice through social network-based interaction in AI-

assisted language learning highlights a strong belief in the potential of AI apps to enhance various 

speaking skills (8). These studies collectively suggest that integrating AI tools can positively 

influence language learning outcomes. 

 

2.7 Innovative Approaches of AI in the L2 Classroom 

Godwin-Jones introduces the concept of "structured unpredictability" through SMART 

technology as a potential pathway for L2 development (4). The concept of "structured 

unpredictability" implies that SMART technology can provide learners with varied and engaging 

language learning experiences. SMART technologies are intelligent, networked devices operating 

autonomously and synchronizing continuously.  This novel approach showcases innovative 

strategies to leverage technology for language acquisition, as it may contribute to increased learner 

motivation as it introduces an element of surprise and novelty, making the learning process more 

engaging (Godwin-Jones 7) The suggestion that technology-driven language learning can enhance 

digital literacy and build metalinguistic awareness highlights the potential for learners to take a 

more autonomous role in their language learning.  



 
  15 

 

 

Fischer et al. delve into the characteristics of instructions delivered by robots in foreign 

language teaching, emphasizing the significance of the robot's personality in influencing student 

performance. The study by Fischer et al. indicates that the success of robot instructors in language 

teaching is influenced by the speaking style learners employ (2). If the robot's speaking style is 

engaging, adaptive, and relatable, it can positively impact learner motivation. This suggests that 

the human-like qualities of robot instructors, including their personality and communication style, 

can contribute to a more motivating and effective learning experience. In summary, the mentioned 

studies imply that technology, when applied strategically, can enhance L2 learner motivation by 

providing engaging, varied, and personalized learning experiences, whether through structured 

unpredictability in SMART technology or the personality and speaking styles of robot instructors. 

These studies shed light on creative approaches to AI integration in language education, 

emphasizing the importance of tailoring technology to enhance the learning experience. 

 

2.8 Role of Human Educators 

In terms of AI and language skill development and the human element in L2 learning, 

researchers argue that though AI is quite beneficial, the need for human educators remains.  While 

aids such as chatbots contribute to vocabulary development, grammar, and other language skills 

with corrective feedback, the crucial need for human educators is emphasized (Ro). BBC writer 

Christine Ro describes the interaction with the chatbot, Kainene vos Savant, as akin to engaging 

with "an all-knowing human friend." Ms. Joy Ehonwa, editor, and writer in Lagos who mainly 

utilizes Duolingo to learn French, underlines the limitations of language apps like Duolingo, noting 

that they often fall short in providing satisfactory explanations for errors. She articulates her 

preference for human interaction, stating that when faced with questions about language nuances, 



 
  16 

 

 

she turns to Kainene for comprehensive explanations that go beyond the capabilities of automated 

language learning platforms (Ro).  Also, Hanawald and Ling explain that while generative AI 

presents a valuable tool for educators in facilitating student learning, it is imperative to underscore 

its ingrained incapacity to serve as a complete substitute for human instructors (4). The intellectual 

capacity of teachers surpasses that of AI in fostering interpersonal connections, delivering real-

time adaptability, and cultivating critical thinking, creativity, emotional intelligence, trust, and 

ethical considerations. Therefore, the distinctive attributes of human educators play an 

indispensable role in the comprehensive educational development of individuals, surpassing the 

capabilities of artificial intelligence.   

 

2.9 Summary 

In summary, the evolution of education from ancient tools like the abacus to modern 

artificial intelligence (AI) reflects a continual transformation of technology in the world. It has 

been demonstrated that the integration of AI into language education has significantly impacted 

the attitudes, awareness, and motivation of L2 learners. However, despite the positive influence of 

AI, challenges such as remote learning experiences, ethical considerations, and privacy concerns 

require careful attention. Also, while AI, including chatbots and generative technologies, proves 

beneficial in language skill development, the indispensable role of human educators in fostering 

learning experiences, cultivating personal connections, and nurturing critical skills remains 

paramount. Despite technological advancements, the unique qualities of human instructors, such 

as real-time adaptability, emotional intelligence, and ethical guidance, surpass the capabilities of 

artificial intelligence, emphasizing the enduring need for human educators in the holistic 

educational development of individuals. 



 
  17 

 

 

In conclusion, a strategic integration of AI, considering learner preferences, fostering digital 

literacy, and recognizing the indispensable role of human educators, is crucial for effective 

language education in the era of AI.



 
  18 

 

 

CHAPTER 3 

PRESENTATION OF DATA 

A survey was conducted to gather insights into users' experiences with various language 

learning tools and AI applications. The survey aimed to understand user awareness, perceptions, 

and motivations, in language learning.  Seventeen out of twenty-eight students responded to the 

online survey (60.71% respondents).   

 

3.1 Awareness/Familiarity Levels of AI Tools 

Further insights into each familiarity level reveal distinct patterns as chosen by the 

respondents in a close-ended question with three choices “Very Familiar”, “Somewhat Familiar”, 

“Not very Familiar” of AI tools. An open-ended question followed asking for further explanations 

about the tools they use.   

Figure 1 presents familiarity levels towards AI Tools.  

 

Fig. 1. Familiarity levels of AI tools. 

45 45 45
30 30

20 20

50 50 50

50 50

50 50

5 5 5
20 20

30 30

0

20

40

60

80

100

120

ChatGPT DeepLGoogle Translate, Microsoft TranslateDuolingo Linguee BingAI Dictionaries

Familiarity Levels of AI Tools

Very Familiar Somewhat Familiar Not very familiar



 
  19 

 

 

Duolingo stands out as a tool for regular language practice to learn new vocabulary, and 

for the familiarization of idiomatic expressions as learners 1 and 2 indicated:  

Learner 1: “Duolingo used during leisure time to learn vocabulary”. 

Learner 2: “I have made use of Duolingo many times with the aim of familiarizing myself with 

idiomatic expressions from a myriad of Spanish speaking countries. Each time I've made use of 

this tool, my experience has always been productive and fruitful”.  

Furthermore, DeepL is recognized for providing specific context related information, while 

ChatGPT is appreciated for well-written responses, particularly in essay-based studying as learners 

3 and 4 implied:  

Learner 3: “Translators like DeepL to understand context of specific statements. Sometimes you 

understand the words but not the complete meaning of the sentence”.  

Learner 4: “ChatGPT: produces general knowledge based on essay questions, which used to study 

before exams”. 

Lastly, users who indicated a low familiarity level with the AI tools prefer traditional 

learning methods such as relying on dictionaries, like Linguee, to aid in their language learning 

process.   

 

3.2 Preferences and Attitudes Toward AI Tools 

To understand user perceptions and attitudes towards the different AI tools, learners were 

asked to describe their experience with each tool they use. The surveyed individuals exhibited 

varied preferences in AI language learning tools.  

Duolingo had a preference percentage of 45%, with learners mentioning some benefits of 

the language learning application, but also underscoring its shortcomings. Learner 7 remarked, 



 
  20 

 

 

“Duolingo - it's good for revision and practice but I wouldn't recommend it for primary language 

learning”. Learner 8 also mentioned, “I used Duolingo in the past, during my time in secondary 

school, and it wasn’t very helpful at that point. I felt like I was already very knowledgeable on 

certain grammar structures and vocabulary so it would have been more useful if I was at entry 

level”.  Duolingo is widely utilized for language practice because it provides engaging interactive 

features suitable for beginners and intermediate learners.  Despite learners’ concerns about 

vocabulary applicability and gamification effectiveness, overall, Duolingo appears to be the most 

preferred and most used AI tool.   

 ChatGPT is chosen by 35% of participants for well-written responses and accuracy, 

especially for essay-based studying as mentioned by learners 9 and 10: 

Learner 9: “Chatgpt- very well written work given to you and accurate”. 

Learner 10: “ChatGPT - it was indeed helpful for obtaining vocabulary and helping with the 

formatting of sentences”.  

Learners’ responses highlight the helpfulness of ChatGPT in obtaining vocabulary and assisting 

with sentence formatting, portraying a positive attitude toward its utility such as in their remarks 

that the AI tool is “accurate”, “helpful”, and provides “very well written work”.  

The remaining 20% preferred other tools like DeepL, Linguee, Google Translate, and 

Microsoft Translate, primarily for translation purposes. Learners acknowledge the value of these 

tools in providing alternative translations for a richer vocabulary but express concerns about 

potential overreliance, emphasizing the need for these tools as supplements. Mixed opinions on 

long-term motivation and preferences for human educators also emerge, for example, learner 11 

indicating, “Real life learning is the best because sometimes AI can be wrong and with teachers, 

they understand what you mean exactly when asking your questions. However, with AI u need to 



 
  21 

 

 

phrase your questions correctly”. DeepL and other tools are utilized for specific language-related 

tasks like learning grammatical rules, though concerns are raised about potential deterrence from 

traditional language courses, as learner 12 remarked, “Sometimes, in using translators such as 

DeepL, one comes across new expressions or grammatical structures. Upon researching them, 

skills in the language are improved. However, it is not as flexible, knowledgeable or engaging as 

human educators”.  

Overall, learners displayed a range of attitudes which vary depending on the personal 

experience using each tool.  

Figure 2 below shows learners’ preferences towards the different AI tools.  

 

Fig. 2. Respondents’ preferences toward AI Tools. 

 

Table 1 below presents the levels of preferences, concerns, and effectiveness of these tools 

amongst L2 learners.  The values of preference levels are given in percentage, whereas the values 

for concerns and effectiveness are ranged on a scale from 1-10, with 10 being the highest level.  

45%

35%

20%

Preferences to AI Tools

Duolingo ChatGPT DeepL, Linguee, Translation Apps.



 
  22 

 

 

 

Tool Preference (%) Concerns (1-10) Effectiveness (1-10) 

Duolingo 45 5 7 

ChatGPT 35 3 8 

Other tools 20 7 6 

 

3.3 Motivational Levels 

In addition to evaluating familiarity levels of AI tools and learner attitudes towards these 

tools, learners were asked to illustrate how using these tools affected their motivation to learn a 

second language.  Figure 3 presents the impact on motivational levels using AI tools. 

 

 

Fig. 3. Impact on motivational levels using AI tools. 

 

A significant majority (70%) reported a positive impact on motivation resulting from the 

incorporation of AI tools into language learning. Users highlighted the accessibility and immediate 

0 10 20 30 40 50 60 70 80 90 100

High Impact

Mixed Impact

No discernible Impact

Motivational Impact from AI Tools

Impact Level

Table 1  

Attitudes toward AI tools. 

 



 
  23 

 

 

feedback provided by these tools as key contributors to their enhanced motivation in language 

learning, as learner 13 remarked: “Knowing that help is readily available whenever you need it 

makes you feel more relaxed and willing to learn”.  

Additionally, the positive reinforcement mechanisms embedded in some platforms, 

exemplified by Duolingo streaks, were noted for their role in sustaining learners' motivation over 

time. However, approximately 15% of the surveyed individuals expressed a mixed impact on 

motivation. Their responses indicated a delicate balance between short-term motivation and long-

term effectiveness. While acknowledging the dopamine boost facilitated by AI tools, users in this 

category expressed reservations about the tools fully replacing the irreplaceable element of human 

interaction in the language learning process.  Some observations were that the mixed impact 

category revealed a nuanced perspective among users, recognizing the benefits of AI tools while 

highlighting concerns about their long-term efficacy.   

Learner 14: “It increases my motivation as it's a short-term dopamine boost (from keeping a 

Duolingo streak for example) but for long term learning, I prefer being taught by a teacher or 

teaching myself through books/articles”.  

Learner 15: “I appreciate the independence you have with using AI-powered applications as you 

can set your own pace. However, I do believe the interaction that comes from human educators to 

be irreplaceable. I think they are better able to teach, assist and assess you in a more thorough 

manner. With AI-powered applications, despite the surplus of information they have, I still find 

them very limited in that regard”. 

Furthermore, a notable portion, constituting 15% of respondents, reported no discernible 

impact on motivation from the integration of AI tools in language learning. Users in this category 

emphasized the importance of authentic, emotionally nuanced learning experiences, expressing 



 
  24 

 

 

concerns about potential risks associated with deterring students from traditional language learning 

methods.  

Learner 16: “It has not increased my motivation as only native speakers can provide that authentic 

learning experience when it comes to languages. Machines, though more advanced than ever, still 

lack emotional and contextual awareness (there are different vocabulary it’s that mean the same 

thing but are used in different contexts: example- ‘because of’ in French. ‘Grâce à’ and ‘au cause 

de’ both translate to the phrase but one is used with a positive connotation while the other, 

negative”. 

Learner 17 – “It has not increased my motivation to learn because it is not as flexible, 

knowledgeable, or engaging as human educators. It is just the same thing over and over. Also, the 

feedback provided by AI is not as elaborate as human educators”.  

These responses emphasize the significance of maintaining authentic learning experiences, 

suggesting that AI tools may not fully meet the diverse motivational needs of every learner.  

However, a significant 85% of the participants agreed that due to the availability and readiness of 

AI, paired with its accuracy and dopamine effects, their motivation to learn a second language 

increased temporarily.    

 

3.4 Improvement Patterns from Using AI Tools 

 To evaluate the degree of improvement in learners' L2 acquisition process facilitated by 

AI, participants were asked to share their experiences and observations.  Table 2 below shows 

participants’ improvement patterns from using AI tools.  

 

 



 
  25 

 

 

 

 

 

 Significant Improvement Some Improvement No Improvement 

Percentage of 

Users 

25% 60% 15% 

 

The surveyed users presented varied perceptions regarding the improvement achieved through 

the utilization of AI tools in language learning. Approximately 25% reported experiencing 

significant improvement, attributing this success to personalized learning recommendations and 

real-time feedback. Notably, the positive impact extended to oral communication, written skills, 

and overall language proficiency, as mentioned by learners 1 and 2.  

Learner 1: “My speaking and writing skills in particular improved as a result of my use of these 

ai powered applications. With respect to my speaking skills, I saw a marked improvement in 

fluency, accuracy, and coherence. In terms of my writing skills, I saw marked improvement in the 

term of how expansive my writing became and how easy it was for me to form sentence structures.” 

Learner 2: “Oral communication and written”.  

Learner 3: “Vocabulary, expression of terms”. 

The majority, constituting 60%, reported some improvement, with incremental progress 

observed in vocabulary building, pronunciation, and grammar correction. Learners highlighted the 

convenience and accessibility of AI tools, facilitating consistent practice, as learners 4 and 5 

remarked, “Grammar skills especially with regards to knowledge of vocabulary” / “Improvements 

Table 2 

Percentages of Improvement after using AI tools in language learning. 



 
  26 

 

 

in conversation practice, more accuracy in reproducing native accents, more accuracy in 

corrections”.  

15% reported no improvement and expressed concerns about the limitations of AI tools, 

particularly in language use, as learner 6 said, “AI is very beneficial but it’s important to not abuse 

it because not all the time it is correct so it’s good to use it as a guidance and not depend on it”.  

These diverse improvement perceptions underscore the multifaceted role of AI tools in catering 

to distinct learning needs and preferences. 

 

3.5 Future Outlook 

A diverse outlook of AI in language learning emerged from surveyed individuals, with 45% 

expressing a positive anticipation of increased integration in educational settings and enthusiasm 

for potential advancements in language learning technology. This was expressed by learners 7, 8, 

and 9.  

Learner 7: “AI can be incorporated into the classroom environment, not only to aid students’ 

comprehension of the various aspects of a language but also to cater to the needs of those with 

disabilities in a foreign language classroom environment. AI provides a range of possibility to 

explore a language and makes learning not only easier but also fun.” 

Learner 8: “I see the role of AI in second language learning becoming greater and more influential 

in the learning outcomes of students mainly due to the fact that it can allow students to target 

certain weaknesses they may have and learn at a pace that is appropriate for them.” 

Learner 9: “I think in general a lot of students are turning to AI for general assistance in their 

work. With regards to language learning specifically, I can see students using it to help with 

research, general language skills like reading, writing and grammar.” 



 
  27 

 

 

However, 35% expressed concerns about potential over-reliance on AI, emphasizing the need 

to maintain a balance with traditional language learning methods, as indicated by learner 10, “It 

can only be beneficial to an extent. I personally believe that only persons can help with actual 

communication of their native language to the fullest extent.” 

An additional 20% adopted a neutral or "It Depends" stance, awaiting further evolution of AI 

tools and recognizing both benefits and potential drawbacks, as highlighted by learners 11 and 12. 

Learner 11: “I see the role of AI in second language learning becoming greater and more 

influential in the learning outcomes of students mainly due to the fact that it can allow students to 

target certain weaknesses they may have and learn at a pace that is appropriate for them.”  

Learner 12: “It may be a crucial part in a foreign language student's development by reinforcing 

concepts taught in class”.  

These findings offer a comprehensive understanding of users' experiences, preferences, and 

future expectations related to language learning tools and AI applications.  

The survey data offers varied perspectives on users' awareness and interactions with 

language learning tools and AI applications. Familiarity levels vary, underscoring the importance 

of tailored approaches for different user experiences. While acknowledging the significant 

contributions of AI tools to motivation and improvement, users express a desire for ongoing 

enhancements and a balanced approach. Some key insights include diverse preferences, where 

Duolingo, DeepL and ChatGPT emerge as popular choices, alongside the use of other translation 

tools for specific tasks. Learners acknowledge the positive short-term impact on motivation, but 

they express lingering concerns regarding potential long-term effects on traditional language 

learning methods. Additionally, users report incremental improvement in various language skills, 

highlighting the crucial role of personalized learning recommendations and real-time feedback.  



 
  28 

 

 

Learners anticipate increased AI integration in education but display concerns about over-reliance 

on these. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 
  29 

 

 

CHAPTER 4 

DISCUSSION OF FINDINGS 

Artificial Intelligence has impacted the world in various sectors, including the education 

sector. The purpose of this research was to evaluate the awareness, attitudes, and the impact of AI 

on motivation and engagement among third-year Spanish and French L2 learners at the University 

of the West Indies regarding AI integration in language learning. The gathered data reveal varied 

results.  Participants agree that using AI powered tools to assist them in their language learning 

process has a positive impact on their skills, but also contested that their preferred choice for 

language learning remains with traditional teaching methods.  Notably, research results from the 

literature review corroborates with the results from the survey.  The following discussion will 

elaborate more on these findings, examining user awareness, attitudes, preferences, and the impact 

of AI on learner motivation, using the research questions as a guide for the discussion.  

Research Question 1: To what extent are Year 3 Spanish and French L2 learners aware of the 

presence and use of AI in their language learning process at the University of the West Indies?   

The survey findings regarding awareness levels and perceptions of AI tools in L2 learning 

offer valuable insights applicable to the Caribbean context, particularly within the University of 

the West Indies (UWI). As Davis and Mageira et al. highlighted in their studies, learner preferences 

and attitudes towards AI integration are crucial considerations in language education (58, 13). This 

holds true for the Caribbean, where cultural values and educational norms may influence how AI 

tools are perceived and utilized in language learning environments. In the Caribbean region, where 

linguistic diversity is celebrated, there may be a heightened appreciation for the role of human 

interaction in language learning, as opposed to relying solely on AI technology. This sentiment is 

reflected in the survey findings, where concerns were expressed about the potential diminishing of 



 
  30 

 

 

the learning experience through the substitution of human partners with AI tools.  Moreover, the 

relatively low positive attitude towards specific AI chatbots, as observed in Mageira et al.'s study, 

underscores the importance of understanding and addressing learner preferences within the 

Caribbean context. At UWI, where a diverse student body engages in language learning across 

various disciplines, it becomes required to include AI-integrated language learning approaches to 

accommodate the unique needs and preferences of learners. Considering the technological 

landscape of the Caribbean, where access to advanced AI tools may vary across countries and 

regions, it becomes essential to ensure equitable access to AI-integrated language learning 

resources. This may involve initiatives to enhance digital infrastructure and promote technological 

literacy among students and educators at UWI. 

Research Question 2: What are the perceptions and attitudes of these L2 learners towards AI 

agents in second language learning contexts?  

When it comes to perceptions about preferences for AI or human educators in the L2 

learning processes, the findings are insightful because despite the wide acceptance of the different 

AI tools, learners still favoured human interaction. Most respondents stated that it is only through 

human interaction can they learn their second language natively, meaning that they need someone 

to speak in the same manner, speed, and tone as a native Spanish/French speaker, also to explain 

in-depth complex terms.  Therefore, the indication that students require a human-like personality 

rather than an automated response machine, a result simultaneous with that of Fischer et.al (6). 

Also, Ling and Hanawald’s study concluded that the intellectual capacity of humans surpasses that 

of AI, and it cannot be replaced (9).  When comparing these findings to the broader context of 

attitudes towards AI in language learning, the study by Glenn Davis also reveals a prevalent belief 

that substituting human partners with current conversational AI tools would diminish the learning 



 
  31 

 

 

experience, shared by 75.7% of their respondents, whereas only 9.3% believed that the 

replacement would lead to more learning (58). Mageira et al.'s investigation into the usage of 

AsasaraBots in L2 learning underscores a relatively low positive attitude toward this educational 

AI chatbot (12). These collective findings and conclusions highlight the importance of 

understanding and addressing learner preferences and attitudes for the effective integration of AI 

tools in language education, emphasizing concerns about substituting human interaction with 

current conversational AI and the reception of specific AI tools like AsasaraBots in the learning 

process. 

Research Question 3: How does user awareness of AI agents and their capabilities impact the 

motivation and engagement of L2 learners in language learning activities? 

A substantial 70% of learners in the present study reported elevated motivational levels 

attributed to factors such as high accessibility, immediate feedback, and an increased dopamine 

boost – characteristics deemed instrumental in enhancing motivation. Positive reinforcement 

mechanisms, exemplified by Duolingo’s “streaks”, were identified as key in sustaining learners' 

motivation over time. However, approximately 15% expressed a mixed impact, acknowledging 

short-term motivation with these tools while underscoring the irreplaceable role of human 

interaction in the long term. Another 15% reported no discernible impact, underscoring the 

importance of maintaining authentic learning experiences. These perspectives among users not 

only demonstrate an awareness of the benefits and drawbacks of AI tools on motivation but also 

emphasize the indispensable role of human educators in language learning.  Corroborating these 

findings, research by Fischer Kirsten et al. reveals that language learners receiving instructions 

from a robot employing a highly charismatic speaking style showed a better response to motivated 

learning compared to when the robot spoke in a not-so-charismatic style (6). This sentiment is 



 
  32 

 

 

echoed in the survey as respondents favoured native-like interactions over automated and 

programmed ones as underscored in Rawashdeh’s study.  Therefore, while AI-generated tools 

showcase the potential to significantly enhance motivation in language learning through factors 

like accessibility and immediate feedback, users' nuanced perspectives also underscore the 

irreplaceable role of human interaction, emphasizing the need for a balanced approach that 

leverages both AI technology and human educators to optimize language learning experiences. 

Looking ahead, a diverse outlook of AI in language learning emerged, with 45% expressing 

optimism of increased integration and enthusiasm for potential advancements. However, 35% 

expressed concerns about potential over-reliance, emphasizing the need to maintain a balance with 

traditional methods. An additional 20% adopted a neutral stance, awaiting further evolution of AI 

tools. These findings offer a comprehensive understanding of users' experiences, preferences, and 

future expectations towards language learning tools and AI applications.  

In conclusion, the findings from this research provide a deeper understanding of AI 

integration in language learning among third-year Spanish and French L2 learners. Despite high 

familiarity with AI tools, learners exhibit a preference for traditional teaching methods, 

emphasizing the unique value of human interaction. The significant 70% reporting elevated 

motivation with AI highlights its potential benefits, in terms of accessibility and immediate 

feedback. However, the acknowledgment of a mixed impact (15%) and no discernible impact 

(15%) underscores the importance of maintaining authentic learning experiences and the 

irreplaceable role of human educators in long term.  Looking ahead, the diverse outlook on 

increased AI integration (45%) and concerns about over-reliance (35%) indicate the need for a 

balanced approach. This research underscores the imperative of understanding learner preferences, 

revealing the delicate balance between AI and traditional methods, and recognizing the 



 
  33 

 

 

indispensable role of human educators in enriching language learning experiences. As the 

educational landscape evolves, acknowledging and addressing these findings is crucial for 

fostering effective and engaging language learning environments that harness the benefits of AI 

while upholding the richness of human interaction.       

            

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 
  34 

 

 

CHAPTER 5 

CONCLUSION 

 In conclusion, the findings of this study provide valuable insights into the awareness, 

perceptions, and motivation of L2 learners using AI in their L2 learning process. Users indicate 

that although AI is beneficial to aid in vocabulary acquisition, language practice and personalized 

feedback, the need for human educators persists and is deemed crucial for the L2 learning success.   

These findings are consistent with previous research on the different impacts that AI has 

on students.  They suggest that although familiarity levels are high and students interact with AI 

to aid in their L2 learning process, learner motivation is truly impacted when there is a human 

educator involved.  Given the predominance of artificial intelligence in society, these findings have 

important information for both students and language educators.  

However, it is important to acknowledge the limitations of this study. One potential 

limitation is the relatively small sample size, also the study relied solely on third-year Spanish and 

French students. This limits the data that could be gathered from different foreign language 

learners at various levels. 

 

5.1 Recommendations for Future Research 

There are several potential avenues for future research such as to further investigate the 

long-term effects of AI tools on learner motivation and to explore the relationship between specific 

AI features (e.g., immediate feedback, gamification) and sustained motivation over time. 

Additionally, future studies could delve deeper into learners' reasons for preferring human 

educators despite regular use of AI tools, and to investigate how the personality and characteristics 

of AI interfaces impact learner preferences. 



 
  35 

 

 

Overall, the findings of this study contribute to a growing body of research on AI 

integration in L2 learners’ journey. As such, these findings have important implications for 

students, educators and policymakers interested in integrating AI in the L2 classroom. 



 
  36 

 

 

WORKS CITED 

Akgun, Selin, and Christine Greenhow. “Artificial Intelligence in Education: Addressing Ethical 

Challenges in K-12 Settings.” AI and Ethics, vol. 2, no. 3, Sept. 2021, 

www.ncbi.nlm.nih.gov/pmc/articles/PMC8455229/. 

Ali, Jamal Kaid Mohammed, et al. “Impact of ChatGPT on Learning Motivation:Teachers and 

Students’ Voices.” Research Gate, Journal of English Studies in Arabia Felix, 8 Mar. 

2023, 

www.researchgate.net/publication/369062472_Impact_of_ChatGPT_on_Learning_Motiv

ation_Teachers_and_Students’_Voices#fullTextFileContent. 

Anyoha, Rockwell. “The History of Artificial Intelligence.” Science in the News, Harvard 

University, 28 Aug. 2017, sitn.hms.harvard.edu/flash/2017/history-artificial-intelligence/. 

Cardona, Miguel A., et al. Artificial Intelligence and the Future of Teaching and Learning 

Insights and Recommendations. Office of Educational Technology, May 2023, 

www2.ed.gov/documents/ai-report/ai-report.pdf. 

Cartwright, Mark. “Paper in Ancient China.” World History Encyclopedia, 15 Sept. 2017, 

www.worldhistory.org/article/1120/paper-in-ancient-china/. 

Davis, Glenn. “Humanlike Conversational Artificial Intelligence Agents for Foreign or Second 

Language Learning: User Perceptions, Expectations, and Interactions with Agents - 

ProQuest.” Www.proquest.com, June 2022, 

www.proquest.com/docview/2723858200?pq-

origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses. 

Accessed 7 Dec. 2023. 



 
  37 

 

 

Fernandes, Luis. “The Abacus: A Brief History.” Www.ecb.torontomu.ca, 11 Jan. 2015, 

www.ecb.torontomu.ca/~elf/abacus/history.html. 

Fischer, Kirstin, et al. “Robots for Foreign Language Learning: Speaking Style Influences 

Student Performance.” Frontiers in Robotics and AI, vol. 8, Sept. 2021, 

https://doi.org/10.3389/frobt.2021.680509. Accessed 10 Oct. 2022. 

Fu, Shixuan, et al. “The Affordances of AI‐Enabled Automatic Scoring Applications on 

Learners’ Continuous Learning Intention: An Empirical Study in China.” British Journal 

of Educational Technology, vol. 51, no. 5, July 2020, pp. 1674–92, 

https://doi.org/10.1111/bjet.12995. 

Godwin-Jones, Robert. In a World of SMART Technology, Why Learn Another Language? 

Educational Technology & Society, 2019, pp. 4–13. 

Gold, Edem. “The History of Artificial Intelligence from the 1950s to Today.” 

FreeCodeCamp.org, 10 Apr. 2023, www.freecodecamp.org/news/the-history-of-ai/. 

Guerra, Abel. “The Future Benefits of Artificial Intelligence for Students.” Urbeuniversity.edu, 6 

July 2023, urbeuniversity.edu/blog/the-future-benefits-of-artificial-intelligence-for-

students. 

Hanawald, Sarah. “AI Won’t Replace Teachers—but It Could Help Them | ERB.” ERBLearn, 12 

Sept. 2023, www.erblearn.org/blog/ai-wont-replace-teacher-

intelligence/#:~:text=Yes%2C%20generative%20AI%20can%20be. 

Hanımoğlu, Egemen. “The Impact Technology Has Had on High School Education over the 

Years.” World Journal of Education, vol. 8, no. 6, Dec. 2018, p. 96, 

https://doi.org/10.5430/wje.v8n6p96. 

IBM. “What Is a Chatbot? | IBM.” Www.ibm.com, www.ibm.com/topics/chatbots. 



 
  38 

 

 

Ling, Wei. “Artificial Intelligence in Language Instruction: Impact on English Learning 

Achievement, L2 Motivation, and Self-Regulated Learning.” Frontiers in Psychology, 

vol. 14, Frontiers Media, Nov. 2023, https://doi.org/10.3389/fpsyg.2023.1261955. 

Mageira, Kleopatra, et al. “Educational AI Chatbots for Content and Language Integrated 

Learning.” Applied Sciences, vol. 12, no. 7, Mar. 2022, p. 3239, 

https://doi.org/10.3390/app12073239. 

McCarthy, J., et al. “Artificial Intelligence (AI) Coined at Dartmouth | Dartmouth.” 

Home.dartmouth.edu, home.dartmouth.edu/about/artificial-intelligence-ai-coined-

dartmouth#:~:text=The%20Dartmouth%20Summer%20Research%20Project. 

Mcleod, Saul. “Vygotsky’s Sociocultural Theory of Cognitive Development.” 

Www.simplypsychology.org, 2007, www.simplypsychology.org/vygotsky.html. 

Muttappallymyalil, Jayakumary, et al. “Evolution of Technology in Teaching: Blackboard and 

beyond in Medical Education.” Nepal Journal of Epidemiology, vol. 6, no. 3, Oct. 2016, 

pp. 588–92, https://doi.org/10.3126/nje.v6i3.15870. Accessed 20 Feb. 2020. 

Oke Oluwafemi Ayotunde, et al. “The Impact of Artificial Intelligence in Foreign Language 

Learning Using Learning Management Systems: A Systematic Literature Review.” 

Information Technologies and Learning Tools, vol. 95, no. 3, Institute for Digitalisation 

of Education of the NAES of Ukraine, June 2023, pp. 215–28, 

https://doi.org/10.33407/itlt.v95i3.5233. Accessed 4 Nov. 2023. 

Rashid, Md Harun Ar. “The Use of Technology in the Classroom.” Library & Information 

Management, 24 Sept. 2023, limbd.org/the-use-of-technology-in-the-classroom/. 



 
  39 

 

 

Rawashdeh, Al. “Advantages and Disadvantages of Using E-Learning in University Education: 

Analyzing Students’ Perspectives.” The Electronic Journal of E-Learning, vol. 19, no. 2, 

2021, pp. 107–17, files.eric.ed.gov/fulltext/EJ1296879.pdf. 

Ro, Christine. “Students Switch to AI to Learn Languages.” BBC News, BBC News, 22 June 

2023, www.bbc.com/news/business-65849104. 

Seo, Kyoungwon, et al. “The Impact of Artificial Intelligence on Learner–Instructor Interaction 

in Online Learning.” International Journal of Educational Technology in Higher 

Education, vol. 18, no. 1, Oct. 2021, https://doi.org/10.1186/s41239-021-00292-9. 

Shabiralyani, Ghulam, et al. “Impact of Visual Aids in Enhancing the Learning Process Case 

Research.” Journal of Education and Practice, vol. 6, no. 19, 2015, 

files.eric.ed.gov/fulltext/EJ1079541.pdf. 

Turner, Ash. “How Many Smartphones Are in the World?” BankMyCell, BankMyCell, 2 May 

2016, www.bankmycell.com/blog/how-many-phones-are-in-the-world. 

Zou, Bin, et al. “Supporting Speaking Practice by Social Network-Based Interaction in Artificial 

Intelligence (AI)-Assisted Language Learning.” Sustainability, vol. 15, no. 4, MDPI, Feb. 

2023, pp. 2872–72, https://doi.org/10.3390/su15042872. 

 

 

 

 

 

 



 
  40 

 

 

APPENDIX A – QUESTIONNAIRE  

AI and L2 Learners - A Study of Artificial 

Intelligence in Second Language 

Learning 

- User Awareness and Interactions with 

Agents at the U.W.I. 
My name is Shania Sammy and I am conducting a Caribbean Studies research for my 
final 

year project based on how AI (Artificial Intelligence) impacts L2 learning (second 

language learning) at the University of the West Indies, amongst year 3 Spanish 

majors and French majors. This research focuses in depth on user awareness and 

interaction with AI agents. 

 
Please note this form is CONFIDENTIAL, so please be truthful in all your responses. 

Thank you. 

 

* Indicates required question  

1. Please indicate your age. * 

Mark only one oval. 

  Under 18 

 18-24 

  25-34 

  35-44 

 

2. What is your major? * 

Mark only one oval. 

 Spanish  

  French 

  Spanish and French double major 



 
  40 

 

 

General AI Awareness in Second Language Learning 

 

3. How familiar are you with the term "Artificial Intelligence (AI)" in second language 

learning? * 

Mark only one oval. 

 Very familiar 

 Somewhat familar 

  Not familiar at all 

 

4. Have you personally used AI-based tools or applications for second language * 

learning? 

Mark only one oval. 

 Yes 

  No 

 Not sure 

 

5. If yes, please state the name of the tool and what you used it for. 

 

 

 

 

 

6. What is your overall attitude toward AI technologies? * 

Mark only one oval. 

 Positive 

  Neutral 

  Negative 

  I don't have an opinion 



 
  41 

 

 

 

AI Interactions 

 

7. Have you ever interacted with AI-powered language learning applications or * 

chatbots for tasks such as vocabulary practice or language exercises? e.g., Duolingo, 

Babble, ChatGPT, Siri, Alexa, etc.? 

Mark only one oval. 

 Yes 

  No 

  Sometimes 

 

8. If yes, please mention the tools and describe your experience with each of them. 

 

 

 

 

 

9. Does your motivation to learn the second language increase with using these AI- 

powered applications? 

Mark only one oval. 

 Yes 

  No  

 Maybe 

 I don't know 

 

 

 

 

 



 
  42 

 

 

10. Do you feel that your motivation to learn the second language increase with using 

these AI-powered applications, as opposed to human educators? 

Mark only one oval. 

 Yes  

 No  

 Maybe 

 

11. Please elaborate more on the question above, responding to how it has or has * 

not increased your motivation to learn. 

 

 

 

 

Perceptions and Impacts of AI in Second Language Learning 

 

12. In your opinion, how can AI enhance the process of learning a second language? * 

 

Check all that apply. 

 Provide personalized learning recommendations 

  Offer real-time language practice and feedback 

   Facilitate interactive language conversations 

  Other (please specify) 



 
  43 

 

 

13. Have you noticed improvements in your second language learning outcomes due to 

the use of AI-powered language learning tools? 

Mark only one oval. 

 Yes, significant improvement 

  Yes, some improvement 

   No improvement 

  Not sure 

 

14. Explain what skills improved in your second language learning process due to the 

use of AI-powered language learning tools. 

 

 

 

 

 

Preferences and Usage Patterns 

15. How often do you use AI-powered language learning tools or applications? * 

Mark only one oval. 

 Daily 

  Weekly 

  Monthly 

  Rarely 

  Never 



 
  44 

 

 

16. What specific aspects of AI-driven language learning tools do you find most * 

beneficial? (Select all that apply) 

Check all that apply. 

 Pronunciation practice  

  Vocabulary building  

 Grammar correction 

  Conversation practice  

  Cultural insights 

 Other (please specify) 

 

Future of AI in Second Language Learning 

17. How do you foresee the role of AI in second language learning evolving in the * 

next few years? 

 

 

 

 

18. Would you be willing to use AI for more advanced language learning tasks, such 

as essay writing or complex language exercises, in the future? * 

Mark only one oval. 

 Yes 

   No 

 It depends on the task 

  

Additional Information 

 



 
  45 

 

 

19. Please leave here any additional thoughts, comments, information that you may like to 

share with regards to using AI in L2 learning. Please note all responses are confidential, 

therefore respond with honesty and integrity. 

 

Additional thoughts, comments, feedback with regards to using AI in L2 learning. 

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________ 

 



A