Innovation in Language Learning

The rapid advancement of artificial intelligence (AI) is transforming second-language education by enabling personalized instruction, immediate feedback, and adaptive learning experiences. This pilot study examines the pedagogical potential of ChatGPT as an AI-supported tutoring tool in university-level Hebrew instruction, focusing on its contribution to learners’ language development, confidence, engagement, and autonomy. Rather than examining grammar in isolation, the study considers grammatical development as one dimension of broader second-language learning and explores how AI-supported practice can complement classroom instruction.

The study was conducted over one academic semester in a university Hebrew language course with seven American undergraduate students learning Hebrew as a foreign language at beginning and intermediate levels. A mixed-methods pilot study with a pre/post design was employed. Data were collected through pre- and post-intervention grammar assessments, surveys, semi-structured interviews, and reflective responses. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis to identify patterns in learners’ experiences and perceptions of AI-supported learning.

The findings suggest that ChatGPT-supported adaptive practice contributed to learners’ grammatical development, particularly through individualized practice, immediate corrective feedback, and opportunities for repeated language use. Participants also reported increased confidence in Hebrew, as well as perceived gains in vocabulary, reading, writing, and overall language proficiency. Importantly, learners viewed ChatGPT as a supplement to classroom instruction rather than a replacement for the teacher. At the same time, persistent challenges with spontaneous speaking and listening highlight the limitations of AI-mediated practice and the continuing importance of authentic interpersonal communication and teacher-guided interaction.

The study has broader implications for second-language pedagogy. It suggests that AI tools such as ChatGPT may support more learner-centered approaches by providing individualized practice and immediate feedback while allowing students to take greater responsibility for aspects of their learning. However, effective integration requires pedagogical guidance, human oversight, and opportunities for authentic communicative and cultural engagement. Given the exploratory nature of the study and its small sample size, the findings are not intended to be generalized broadly. Rather, they provide preliminary evidence for further research into how generative AI can be integrated thoughtfully and ethically into university-level second-language education.

 

Keywords: Artificial Intelligence (AI); AI-Driven Adaptive Tutoring; Second Language Acquisition; Grammar Acquisition; Language Pedagogy.

 

REFERENCES

 

[1] Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://curriculumredesign.org/our-work/artificial-intelligence-in-education/ 

[2] Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), Article 39. https://doi.org/10.1186/s41239-019-0171-0