Abstract

This essay examines AI's role in foreign language learning, arguing that while AI tools offer valuable support, they cannot replace traditional classroom instruction.

AI provides convenience: correcting essays, teaching vocabulary and grammar, and enabling anytime practice conversations. However, AI answers aren't always accurate, potentially causing students to learn incorrect information without understanding their mistakes. AI tools also inadequately teach pronunciation and foundational concepts, and cannot properly explain cultural context—crucial for accurate translation and genuine language comprehension. Classroom instruction remains superior because teachers assess individual student levels, provide culturally contextualized teaching, and facilitate natural peer practice.

Despite limitations, AI can effectively supplement language learning when used properly. Students can use AI for quick vocabulary and grammar reference when teachers aren't available, or as a starting point for reviewing previously learned material. Even incorrect AI suggestions have pedagogical value—teachers can use them as critical thinking exercises for evaluating accuracy.

The essay warns against student over-reliance on copying AI answers without understanding. Teachers must carefully monitor homework and perhaps require students to explain new vocabulary and grammar they use. The author recommends prohibiting AI use for beginners who lack foundational knowledge to evaluate AI responses critically.

Document Type

Paper

Student Type

Undergraduate

Department, Program, or Center

Modern Languages and Culture, Department of

College

College of Liberal Arts

Campus

RIT – Main Campus

Publication Date

2025

Comments

2025 recipient of the Henry and Mary Kearse Writing Award

Author is also a Computer Science major in the Golisano College of Computing and Information Sciences. 

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