EXPLORING THE OPPORTUNITIES AND CHALLENGES OF ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE LEARNING

Abstract

This article examines the role of artificial intelligence in foreign language learning from a theoretical perspective. Rather than focusing on specific tools or empirical outcomes, the study explores how AI-related practices interact with key concepts in second language acquisition and language pedagogy. The primary aim of the research is to conceptualize the pedagogical implications of AI integration and to clarify its position within established and emerging theoretical frameworks. The study employs a qualitative analytical approach, drawing on comparative and interpretative analysis of contemporary literature in applied linguistics, educational technology, and cognitive science. The analysis considers different types of AI tools, including conversational agents, intelligent tutoring systems, and automated assessment, and discusses their pedagogical functions at a conceptual level. Particular attention is given to how these technologies influence learner autonomy, feedback processes, interaction patterns, and the distribution of instructional roles between human teachers and digital systems. The results indicate that AI technologies significantly transform traditional models of language learning by enabling adaptive, individualized learning trajectories, real-time feedback, and increased accessibility of learning resources. At the same time, they introduce new forms of learner engagement and redefine the nature of interaction in educational contexts, including human–machine and hybrid interaction models. The article also addresses key challenges associated with AI integration, including ethical concerns, data privacy issues, risks of over-automation, and the evolving professional role and responsibilities of the teacher. It is argued that AI should not be viewed solely as a technological solution, but as a complex factor that reshapes learning environments and requires systematic theoretical interpretation. The study contributes to bridging the gap between rapidly evolving technological practices and the theoretical foundations of foreign language learning. It concludes by outlining directions for future research focused on underlying mechanisms, pedagogical limitations, long-term learning outcomes, and sustainable models of AI-supported language education.