Artificial Intelligence in Education

Artificial intelligence, commonly known as AI or machine intelligence, refers to the

intelligence demonstrated by machines rather than natural intelligence exhibited by
humans and animals. Capable of tasks such as speech recognition, learning,
planning, and problem-solving (Ziyad Saleh, 2019), AI offers numerous possibilities
for teaching and learning foreign languages. The integration of AI into Learning
Management Systems (LMS) enhances the intelligence of the learning platform,
providing a more sophisticated environment for foreign language acquisition
(Villegas-Ch, 2020).

AI tools suitable for teaching or learning foreign languages encompass natural

language processing, speech recognition systems, and features like text-to-speech
and speech-to-text. The incorporation of natural language processing AI tools equips
LMS with capabilities to read and comprehend human language, enhancing
speaking, writing, reading, and listening skills (Alhawiti, 2014). Natural Language
Processing (NLP) technologies leverage algorithms and syntax analysis to parse and
understand complex human speech, enabling computers to read, comprehend, and
interpret human language more effectively (Livingstone, 2012; Enriquez, 2018). NLP
features, including voice commands and chatbots, contribute to a more user-friendly
and intuitive learning experience for students (Pokrivcakova, 2019).

The impact of voice recognition systems on students' speaking skills, generating

captions and transcriptions from spoken words, has been emphasized (Lee and Cho,
2020). Speech recognition systems have demonstrated the ability to improve writing
and speaking skills by producing clear, readable, and substantial texts (Lousado et
al., 2011). Providing a pressure-free environment for pronunciation and speaking
practices, voice recognition systems contribute to a safer learning experience for
students (Petrova and Khalil, 2020). Additionally, the removal of writing barriers
through speech recognition systems enhances accessibility to previously challenging
courses (Zheng et al., 2018).
The productivity benefits of speech recognition, allowing students to dictate notes,
responses, and class activities without manual input, have been highlighted (Li,
2021). Speech-to-text functionality in speech recognition provides convenient ways
for students to interact with computers and application software in the classroom
environment (Tumskiy, 2019). Described as timesaving, accurate, and easy to use,
voice and speech recognition further streamline educational processes (Ruolin,
2020).

In the context of foreign language learning, Learning Management Systems powered

by web technologies have become integral platforms, offering rich features for
education across various fields (Wulandari and Budiyanto, 2017). The integration of
AI tools, such as text-to-speech, within LMS enhances communication between
teachers and students, creating alternative teaching methods by converting spoken
words to text during explanations. This integration positively impacts the learning
rate in the classroom environment.

While various LMS platforms and AI tools are available, gaps in scientific research
persist concerning teaching and learning foreign languages using LMS with
integrated AI tools. Opportunities exist for further exploration of the effectiveness of
these technologies in improving foreign language skills, including speaking, writing,
listening, and reading, for both students and teachers.

References:

M. Ziyad Saleh, “Artificial Intelligence Definition, Ethics and Standards,” BUE, p. 13,
April 2019.

W. Villegas-Ch, M. Román-Cañizares, and X. Palacios-Pacheco, “Improvement of an

Online Education Model with the Integration of Machine Learning and Data Analysis
in an LMS,” Appl. Sci., vol. 10, no. 15, p. 18, 2020, doi:
https://doi.org/10.3390/app10155371.
K. M. Alhawiti, “Natural Language Processing and its Use in Education,” Int J Adv
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K. A. Livingstone, “The Importance of Feedback and Reinforcement in Computer-

Assisted Language Learning(CALL),” BIRJ, vol. 2, no. 1, pp. 43-51, 2012

J. J. Enriquez, “Natural language processing in artificial intelligence (NLP AI) and

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[S. Pokrivcakova, “Preparing teachers for the application of AI-powered technologies

in foreign language education,” Sciendo, vol. 7, no. 3, p. 19, 2019, doi:
https://doi.org/10.2478/jolace-2019-0025.

Y. Lee and J. Cho, “Design of a Foreign Language Conversation Learning System

Using Machine Learning,”Int. J. Innov. Creativity Chang., vol. 13, no. 4, pp. 235-247,
2020.

J. P. Lousado et al., “Audio folios management system for foreign language

learning,” in CISTI 2011, Chaves,Portugal, 2011.

M. Petrova and M. Khalil, “Artificial intelligence in adaptive teaching a foreign

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J. Zheng et al., “Cognition-based context-aware cloud computing for intelligent ro

botic systems in mobile

education,” IEEE Access, vol. 6, pp. 49103-49111, 2018, doi:

10.1109/ACCESS.2018.2867880.

X. Li, “The Effectiveness of Mobile-assisted Language Learning (MALL) Applications

on the Spoken English Assessments in China’s Universities,” in SDMC 2021, South
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S. Tumskiy, “The Use of Learning Management Systems in the Teaching of English

to High-Level Learners at Tertiary Level,” in INTED 2019, Valencia, Spain, 2019, doi:
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L. Ruolin, “Using Artificial Intelligence in Learning English as a Foreign Language: An
Examination of IELTS LIULISHUO as an Online Platform,” in Innov. Lang., Northeast
Normal University, China, 2020.

P. Wulandari and C. W. Budiyanto, “Improving Foreign Language Learning by the

Mean of Learning

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Dashty, Ismil, Jamil., Nadire, Cavus. (2023). The impact of artificial intelligence in foreign language
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