Innovation in Language Learning

The rapid advancement of artificial intelligence (AI) is transforming language education by enabling adaptive tutoring systems that provide personalized instruction, immediate feedback, and data-driven learning experiences. This study investigates the effects of AI-driven adaptive tutoring on second-language learners’ mastery of Hebrew grammatical structures, with particular attention to verb tense, subject–verb agreement, gender agreement, and word order. Situated within the broader context of Digital Humanities, the research also explores the pedagogical implications of integrating AI into language learning environments while considering issues of learner autonomy, human oversight, and ethical AI implementation. A mixed-methods, quasi-experimental design was employed over one academic semester with seven undergraduate students enrolled in a Hebrew language course. Data were collected through pre- and post-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 recurring patterns in learners’ experiences and perceptions. The findings indicate that AI-driven adaptive tutoring positively supported learners’ grammatical development by providing individualized practice, real-time corrective feedback, and personalized learning pathways. Participants reported increased confidence in grammar usage, vocabulary acquisition, reading, writing, and overall language proficiency. Although learners continued to experience challenges with spontaneous speaking and listening, they viewed AI as a valuable supplement to classroom instruction rather than a replacement for human teaching. Authentic language engagement through conversations, media, and cultural experiences further reinforced learning and motivation. While the exploratory nature and small sample size limit the generalizability of the findings, the study demonstrates the potential of AI-assisted adaptive tutoring to enhance second-language acquisition and contribute to innovative, learner-centered pedagogical practices. The research further highlights the importance of maintaining ethical oversight, transparency, and meaningful human involvement in AI-supported language education. 

 

Key words: 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