Artificial intelligence as a catalyst for overcoming barriers to English language learning in higher education

Alghazali, Fawzi (author), Hogshire, Edward (author)

This study explores the transformative capacity of Artificial Intelligence (AI) to enhance the learning experiences of dyslexic students within English as a Second Language (ESL) classrooms, with reference to the domain of higher education. Dyslexia consti-tutes a distinctive obstacle to language acquisition, manifesting in persistent difficulties with reading, comprehension, and written expression; factors that collectively impede the academic progression of affected learners in ESL contexts. The emergence of AI-driven technologies presents innovative avenues for addressing these pedagogical challenges by offering personalized, adaptive, and learner-centered interventions. This study identifies substantive gaps within existing support mechanisms for dyslexic learners. It critically evaluates the pedagogical efficacy of AI applications such as speech recognition systems, natural language processing (NLP), and adaptive learning platforms in fostering language proficiency and academic achievement among dyslexic students. Furthermore, it exam-ines selected case studies that demonstrate the practical integration of AI tools into ESL instruction, thereby providing actionable insights for educators and practitioners. While AI technologies offer significant advantages, including individualized learning trajec-tories and enhanced engagement, their adoption is accompanied by notable challenges. These encompass ethical considerations pertaining to data security, infrastructural and technological limitations, and the pressing need for sustained professional development of educators. The findings underscore a dual reality: AI has the capacity to substantially improve learning outcomes for dyslexic ESL students, yet it simultaneously raises com-plex questions regarding equity, privacy, and institutional readiness. Ultimately, this study calls for a collaborative framework uniting educators, policymakers, and technology de-velopers to fully harness the potential of AI in advancing equitable educational opportu-nities for dyslexic students in ESL contexts.

• Language: English
• Keywords: language barriers, language acquisition, language skills, artificial intelligence, natural language processing
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: FF - Faculty of Arts
• Publication status: Published
• Publication version: Version of Record
• Publication date: 01.01.2025
• Year: 2025
• Number of pages: Str. 167-178
• Numbering: [Letn.] 58, [št.] 2
• PID: 20.500.12556/RUL-180731
• UDC: [811.111'243:378]:004.8
• ISSN on article: 0567-784X
• DOI: 10.4312/an.58.2.167-178
• COBISS.SI-ID: 271491843
• Publication date in RUL: 16.03.2026

Record is a part of a journal

• Title: Acta neophilologica
• Shortened title: Acta neophilol.
• Publisher: Filozofska fakulteta, Filozofska fakulteta, Znanstveni inštitut Filozofske fakultete, Znanstvena založba Filozofske fakultete Univerze, Založba Univerze v Ljubljani, = University of Ljubljana Press
• ISSN: 0567-784X
• COBISS.SI-ID: 16130818

Licences

• License: CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
• Link: http://creativecommons.org/licenses/by-sa/4.0/
• Description: This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

• Language: Slovenian
• Title: Umetna inteligenca kot katalizator za premagovanje ovir pri učenju angleškega jezika v visokem šolstvu

Abstract

Študija raziskuje transformativno sposobnost umetne inteligence (AI) za izboljšanje uč-nih izkušenj disleksičnih študentov pri pouku angleškega jezika kot drugega jezika (ESL) na področju visokega šolstva. Disleksija predstavlja posebno oviro pri učenju jezika, ki se kaže v vztrajnih težavah pri branju, razumevanju in pisnem izražanju; ti dejavniki skupaj ovirajo akademski napredek prizadetih učencev v kontekstu ESL. Pojav tehnologij, ki temeljijo na AI, ponuja inovativne poti za reševanje teh pedagoških izzivov, saj omogoča prilagojene in na učenca osredinjene intervencije. Študija ugotavlja bistvene vrzeli v ob-stoječih mehanizmih podpore za disleksične učence. Kritično ocenjuje pedagoško učin-kovitost aplikacij umetne inteligence, kot so sistemi za prepoznavanje govora, obdelava naravnega jezika (NLP) in prilagodljive platforme za učenje, pri spodbujanju jezikovne usposobljenosti in akademskih dosežkov med učenci z disleksijo. Poleg tega preučuje iz-brane študije primerov, ki prikazujejo praktično vključevanje orodij umetne inteligence v poučevanje ESL, s čimer zagotavlja uporabne vpoglede za učitelje in strokovnjake. Čeprav tehnologije umetne inteligence ponujajo pomembne prednosti, vključno z individualizira-nimi učnimi metodami in večjo vključenostjo, njihovo uvajanje spremljajo tudi pomemb-ni izzivi. Ti vključujejo etična vprašanja v zvezi z varnostjo podatkov, infrastrukturne in tehnološke omejitve ter nujno potrebo po trajnem strokovnem razvoju učiteljevev. Ugo-tovitve poudarjajo dvojno realnost: umetna inteligenca ima sposobnost bistveno izboljšati učne rezultate disleksičnih učencev ESL, hkrati pa sproža kompleksna vprašanja glede enakosti, zasebnosti in institucionalne pripravljenosti. Študija poziva k sodelovalnemu okviru, ki združuje učitelje, oblikovalce politik in razvijalce tehnologije, da bi v celoti iz-koristili potencial umetne inteligence pri spodbujanju enakih izobraževalnih možnosti za disleksične učence v kontekstu ESL

• Keywords: jezikovne ovire, pridobivanje jezikovnih znanj, jezikovne spretnosti, umetna inteligenca, obdelava naravnega jezika