Innovation in Language Learning

The rapid development and global accessibility of Generative Artificial Intelligence (GenAI) is profoundly transforming the landscape of language education [1], [2], [3]. Scholars are referring to this moment as a "calculator moment" for language teaching and learning [4]. AI tolos, including ChatGPT and Gemini, are now widely used by educators and learners alike, offering innovative ways to personalise instruction, automate feedback, support content creation, and facilitate ongoing formative assessment. This paper critically examines the dual impact of GenAI on second and foreign language (L2) learning and teaching, foregrounding both the rich educational opportunities it presents and the complex challenges it raises. On the one hand, GenAI technologies have the potential to enhance language learning through adaptive content delivery, immediate error correction, increased learner autonomy, and resource efficiency for educators [5]. They can support diverse learning styles and needs, bridge access gaps, and provide more engaging, interactive experiences. On the other hand, the integration of these tools also presents substantial risks ranging from the propagation of misinformation and embedded societal biases to ethical concerns surrounding academic integrity, intellectual property, and data privacy [6]. This paper, based on the review of papers and reports published recently, argues that the impact of GenAI in language education must be understood through a balanced and human-centred framework that prioritises pedagogical integrity, ethical use, and inclusivity. It highlights the importance of equipping educators with AI literacy and promoting learner awareness of the limitations of GenAI. It also explores the necessity of redesigning assessment practices to authentically reflect real-world language use, where AI is often an integral support tool rather than a prohibited shortcut. While GenAI is not a panacea for the challenges of language education, it offers powerful possibilities if harnessed thoughtfully. The paper calls for collaborative, policy-driven approaches that foster critical engagement with GenAI, ensuring that the use of such technology enhances rather than diminishes the quality and equity of language learning. By navigating its opportunities and risks with foresight and responsibility, educators can help shape a future where AI supports the development of truly empowered, reflective, and skilled language users.