Using AI in Language Teaching and Research in Higher Education: The Good, the Bad, and the Ugly

Enfoque

The rapid advancement of Artificial Intelligence (AI) has revolutionised various domains to such an extent that its integration has become ubiquitous and undeniable, not least in language education and research. Nevertheless, its burgeoning influence in these spheres presents a double-edged sword, offering both transformative possibilities and potential pitfalls (Holmes et al., 2022). Its implementation in these contexts is not without its challenges and ethical considerations. This paper delves into the intricate tapestry of AI, examining its benefits, limitations and potentially problematic issues associated with its use in the field of foreign language instruction. In order to do so, a comprehensive literature review has been conducted. The methodology employed involves an exhaustive examination of 30 documents encompassing peer-reviewed scientific articles, book chapters, books and conference proceedings. The curated literature draws from reputable databases such as Scopus, Research Gate, the Council of Europe, and university repositories, such as UCL Discovery or ACM Digital Library, ensuring a diverse and authoritative representation of scholarly perspectives. By scrutinising the existing body of knowledge, this article aims to discern the positive contributions, challenges, and potential pitfalls associated with the integration of AI in language teaching and research, offering a nuanced understanding of its implications in the higher education landscape. Hence, a classification of the main positive and negative impact of AI on teacher training would be developed. Amidst some of the potential advantages, the literature identifies automated assessment (Hopfenbeck et al., 2023), personalised learning experiences and enhanced writing efficiency (Yan, 2023) as standout features of this technology for students. As regards teacher use, Hashem et al. (2024) highlight the potential of generative AI to provide support in reducing workload and preventing burnout. Another notable advantage that generative AI offers to teachers is the ability to assist in creating learning materials (Ali, 2020) or support monitoring during collaborative learning (Kasepalu et al., 2022). On the other side of the spectrum lie the challenges yet to be addressed — or in the process of being addressed — by the academic community and policymakers, such as ethical considerations (Holmes et al., 2022; Casal & Kessler, 2023). In addressing the potential benefits and the ethical concerns associated with AI, teacher training programmes should emphasise the integration of AI in curriculum design and content creation, with a focus on digital literacy. By equipping educators with the necessary skills to design learning materials and guide students, training modules can enhance efficiency and foster innovation. Successful integration of generative AI in language education requires a thoughtful and pedagogically informed approach. By adopting strategies that prioritise personalised learning, efficient assessment, and ethical considerations, educators can harness the transformative potential of AI to enrich the pedagogical proposals implemented in the classroom.