From theory to practice

Introduction The introduction of AI in Second Language Acquisition (SLA) creates a revolution in rearranging the teaching pedagogies by constructing adaptive, customized, and multi-modal learning environments. The study critically evaluates the tendency of AI-assisted language learning tools, identifying their disruptive power in SLA, in alignment with SDG 4 (Quality Education). The intelligent tutoring system, conversational agents with the capabilities of NLP, and the creation of content with instructional purposes by AI are discussed as notable innovations in pedagogy. In addition, the research raises some ethical issues on the subject of algorithmic discrimination, data privacy, and the future role of human teachers in the field of AI-based learning. Although AI-derived analytics provide unmatched insights into the development of the learner, the risk of excessive dependence on machine intelligence is a statement that warrants a moderate manifestation of human motivation and machine intelligence along with excessive automation at the expense of autonomy. Methods To make language learning through AI remain just, transparent, and pedagogically adequate, this study presents an ethical governance approach of the use of AI in language learning especially in the multilingual settings such as India. This article presents the joint accountability between policymakers and developers and educators towards fairness to learners, autonomy to learners and rights to learners using data. An empirical validation of the proposed framework is also introduced in the form of the initial survey of 48 language educators and practitioners in a structured manner. Results The results have shown a moderate to strong agreement on all five dimensions and a high internal consistency. Although the outcomes are the first empirical evidence of relevance in the framework, these concepts can to be substantiated in great scale and in a variety of learning conditions. Discussion This paper argues that the future of AI in language teaching does not involve replacing but complementing the conventional teaching that leads to a synergy model, whereby linguistic capacity, presence of mind, and access to learning content worldwide are maximized. Such lessons will be employed to inform the future development of policy and serve as examples of responsible development in SLA

Accountability · Autonomy · Corporate governance · Empirical research · Language acquisition · Language industry · Learner autonomy · Learning analytics · AI in Service Interactions · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics

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