From Grammar Games to Artificial Intelligence: Leveraging Innovative Technology Integration for Enhanced Language Learning
Keywords:
English language learning, Digital learning, Grammatical accuracy, Artificial intelligence, Educational technologyAbstract
Grammatical accuracy remains a persistent challenge for many university students studying English, despite frequent engagement with academic texts and writing tasks. Traditional grammar instruction in higher education typically emphasizes rule memorization and instructor feedback. Although these methods have value, they often fail to address diverse learner needs or support sustained mastery. While previous research has explored Artificial Intelligence in general language learning, its specific application to grammar instruction in higher education has received limited attention. This study employed a qualitative case study approach to investigate the integration of AI-driven tools in grammar instruction for undergraduate English majors. Data were collected through classroom observations, in-depth interviews with students and educators, and analysis of student work supported by AI-assisted grammar tools. The findings revealed that AI-generated feedback encouraged students to engage more actively in self- correction, improved their grammatical awareness, and fostered greater learner autonomy. Educators recognized AI as a valuable supplementary resource that complemented traditional teaching. However, the study also uncovered that students who relied heavily on AI feedback showed reduced creativity in language expression, tending to prioritize error-free writing over experimentation with style and voice. This highlights both the potential and the limitations of AI-supported grammar instruction and suggests the need for balanced integration that enhances accuracy without diminishing creativity.
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