Artificial intelligence app to improve esl learning in provished settings

Abstract

The purpose of this study is to explore the beliefs and experiences, of using varied language learning applications to improve the English language proficiency, in a group of six ESL learners and teachers, who study and teach English in a vocational institution in Colombia. For the current study, it was used a phenomenological approach. The data was collected through the implementation of six online semi-structured interviews. The interviews were conducted in Spanish, the native language of the participants, then, translated into English. Findings show that Colombian ESL students prefer intuitive, accessible, interactive, didactic, engaging, attractive, and learner centered language applications, and endorse the possibilities to use Artificial Intelligence AI systems (chatbots) to improve the functionality of language learning apps. Further research should promote the design of affordable AI technologies to be used in impoverished educational context. Second, it is highly recommendable to promote the design of offline language applications to solve the lack of internet or wi-fi connections in most of our ESL students’ homes. Third, it is recommended that applications designers should have in mind the socio-economic status of ESL students in low economic conditions. Finally, future research should study ESL students’ academic achievements using technology.

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