Vol. 13/ Núm. 1 2026 pág. 174
https://doi.org/10.69639/arandu.v13i1.1908
AI as a language immersion environment for learning English
as a second language
La IA como entorno de inmersión lingüística para el aprendizaje del inglés como
segunda lengua
Washington Salomón Viera Flores
washingtonviera@hotmail.com
https://orcid.org/0009-0001-4575-0353
Investigador Independiente
Quito-Ecuador
Alexandra Elizabeth Flores Morocho
alexalizfm@yahoo.com
https://orcid.org/0009-0000-4846-9842
Investigador Independiente
Quito-Ecuador
Mateo Sebastián Trujillo Luzuriaga
mstrujillol@uce.edu.ec
https://orcid.org/0009-0003-0442-8282
Investigador Independiente
Quito-Ecuador
Alejandra Elizabeth Cárdenas Ortiz
alejitacard28@gmail.com
https://orcid.org/0009-0007-8231-479X
Investigador Independiente
Quito-Ecuador
Karina Tatiana Borja Moscoso
ktborja@espe.edu.ec
https://orcid.org/0000-0001-9773-6839
Investigador Independiente
Quito-Ecuador
Artículo recibido: 10 diciembre 2025 -Aceptado para publicación: 18 enero2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
Learning English as a second language presents difficulties in educational contexts with limited
exposure to the language, which mainly affects the development of oral skills. In this context, the
present research aimed to analyze the role of artificial intelligence as a language immersion
environment for learning English in A2+ level students. The study was developed using a mixed
methodological approach and a quasi-experimental design with a pretest-posttest scheme applied
to a single group, formed through intentional non-probabilistic sampling. With the aim of
strengthening listening comprehension and oral expression, the pedagogical proposal consisted
of implementing AI-based tools such as chatbots, voice recognition systems, and adaptive
learning platforms in a planned manner. The results showed significant progress in the students'
Vol. 13/ Núm. 1 2026 pág. 175
language proficiency, as post-test scores demonstrated higher performance levels. Likewise,
through the analysis of qualitative and perceptual data, a high degree of motivation, more active
participation, greater autonomy in learning, and decreased anxiety when speaking English were
observed. The effectiveness of artificial intelligence as an environment that promotes language
immersion was corroborated by triangulating quantitative and qualitative data. In conclusion,
artificial intelligence acts as an innovative, relevant, and feasible pedagogical alternative that
strengthens the teaching and learning of English as a second language, especially in environments
where opportunities for real immersion are limited.
Keywords: artificial intelligence, language immersion, english language learning,
communicative competence, technology-mediated education
RESUMEN
El aprendizaje del idioma inglés como segunda lengua presenta dificultades en contextos
educativos con limitada exposición al idioma, lo que afecta principalmente el desarrollo de las
habilidades orales. En este contexto, la presente investigación tuvo como objetivo analizar el
papel de la inteligencia artificial como entorno de inmersión lingüística para el aprendizaje del
inglés en estudiantes de nivel A2+. El estudio se desarrolló bajo un enfoque metodológico mixto
y un diseño cuasi–experimental con esquema pretest–postest aplicado a un solo grupo,
conformado mediante muestreo no probabilístico intencional. Con el objetivo de fortalecer la
comprensión auditiva y la expresión oral, la propuesta pedagógica consistió en implementar de
manera planificada herramientas basadas en inteligencia artificial como chatbots, sistemas de
reconocimiento de voz y plataformas de aprendizaje adaptativo. Los resultados obtenidos
demostraron avances significativos en el dominio del idioma por parte de los alumnos, pues los
puntajes del postest demostraron que los niveles de desempeño fueron más altos. Asimismo,
mediante el análisis de los datos cualitativos y perceptivos, se pudo observar un alto grado de
motivación, participación más activa, mayor autonomía en el aprendizaje y disminución de la
ansiedad al hablar inglés. La efectividad de la inteligencia artificial como un entorno que favorece
la inmersión lingüística, fue corroborada mediante la triangulación de los datos cuantitativos y
cualitativos. En conclusión, la inteligencia artificial actúa como una alternativa pedagógica
innovadora, pertinente y factible que permite fortalecer la enseñanza y el aprendizaje del inglés
como segunda lengua, especialmente en entornos donde las oportunidades de inmersión real son
limitadas.
Palabras claves: Inteligencia artificial, inmersión lingüística, aprendizaje del inglés,
competencia comunicativa, educación mediada por tecnología
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
language proficiency, as post-test scores demonstrated higher performance levels. Likewise,
through the analysis of qualitative and perceptual data, a high degree of motivation, more active
participation, greater autonomy in learning, and decreased anxiety when speaking English were
observed. The effectiveness of artificial intelligence as an environment that promotes language
immersion was corroborated by triangulating quantitative and qualitative data. In conclusion,
artificial intelligence acts as an innovative, relevant, and feasible pedagogical alternative that
strengthens the teaching and learning of English as a second language, especially in environments
where opportunities for real immersion are limited.
Keywords: artificial intelligence, language immersion, english language learning,
communicative competence, technology-mediated education
RESUMEN
El aprendizaje del idioma inglés como segunda lengua presenta dificultades en contextos
educativos con limitada exposición al idioma, lo que afecta principalmente el desarrollo de las
habilidades orales. En este contexto, la presente investigación tuvo como objetivo analizar el
papel de la inteligencia artificial como entorno de inmersión lingüística para el aprendizaje del
inglés en estudiantes de nivel A2+. El estudio se desarrolló bajo un enfoque metodológico mixto
y un diseño cuasi–experimental con esquema pretest–postest aplicado a un solo grupo,
conformado mediante muestreo no probabilístico intencional. Con el objetivo de fortalecer la
comprensión auditiva y la expresión oral, la propuesta pedagógica consistió en implementar de
manera planificada herramientas basadas en inteligencia artificial como chatbots, sistemas de
reconocimiento de voz y plataformas de aprendizaje adaptativo. Los resultados obtenidos
demostraron avances significativos en el dominio del idioma por parte de los alumnos, pues los
puntajes del postest demostraron que los niveles de desempeño fueron más altos. Asimismo,
mediante el análisis de los datos cualitativos y perceptivos, se pudo observar un alto grado de
motivación, participación más activa, mayor autonomía en el aprendizaje y disminución de la
ansiedad al hablar inglés. La efectividad de la inteligencia artificial como un entorno que favorece
la inmersión lingüística, fue corroborada mediante la triangulación de los datos cuantitativos y
cualitativos. En conclusión, la inteligencia artificial actúa como una alternativa pedagógica
innovadora, pertinente y factible que permite fortalecer la enseñanza y el aprendizaje del inglés
como segunda lengua, especialmente en entornos donde las oportunidades de inmersión real son
limitadas.
Palabras claves: Inteligencia artificial, inmersión lingüística, aprendizaje del inglés,
competencia comunicativa, educación mediada por tecnología
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 1 2026 pág. 176
INTRODUCTION
In such a globalized world, learning English as a second language (ESL) has become a
fundamental necessity, as intercultural communication, access to scientific information, and
academic and professional competitiveness depend on proficiency in this language (Guarín, 2022;
Shchur et al., 2022). One of the strategies considered effective for developing communication
skills is language immersion, as it promotes the constant and natural use of the language in real-
life situations (Andrade, 2024; Al et al., 2025). However, many people do not have access to real
immersion experiences, mainly due to economic, geographical, and social issues (Andrade, 2024).
According to Del Real and Núñez (2022), in several educational institutions where English
is taught as a foreign language, its use outside the classroom is still limited. This constant
limitation has a direct impact on the development of communication skills, especially listening
comprehension and speaking, creating a gap between what is expected to be achieved (at the
curricular level) and the actual learning outcomes (Palacio, 2024; Bustos, 2025). Furthermore,
because many educational institutions do not have the appropriate technological resources and
methodological strategies, intensive, contextualized, and meaningful language practice is not
possible (Sangmin, 2022).
Faced with this reality, artificial intelligence (AI) is presented as an innovative option for
reducing the limitations of traditional immersion in language learning (Lázaro et al., 2024). The
development of adaptive systems, conversational tutors, voice recognition, and interactive virtual
environments has made it possible to offer new learning possibilities that are more personalized,
dynamic, and accessible (Ortiz, 2025). Sánchez (2024) and Álvarez (2025) mention that the
incorporation of AI in English language teaching is justified by its ability to provide immediate
feedback, adjust to the student's level and pace, and simulate authentic communicative situations
that promote functional and meaningful use of the language.
Previous research has analyzed the use of digital technologies in language teaching,
highlighting the benefits offered by computer-assisted learning, mobile learning, and the use of
AI-based tools to support the language learning process (Macías et al., 2025).
Recent research indicates that chatbots and intelligent systems can increase motivation,
reduce communication anxiety, and improve language practice (Sanz, 2025). However, most of
these studies focus on linguistic performance or student perception, without delving sufficiently
into the analysis of AI as a comprehensive language immersion environment (Rebolledo &
Gisbert, 2025).
There is, therefore, a gap in the literature on the concept and pedagogical analysis of
artificial intelligence when used as a language immersion environment for learning English as a
second language. It is therefore necessary to systematically explore how the characteristics of AI
itself reinforce the fundamental principles of traditional language immersion.
INTRODUCTION
In such a globalized world, learning English as a second language (ESL) has become a
fundamental necessity, as intercultural communication, access to scientific information, and
academic and professional competitiveness depend on proficiency in this language (Guarín, 2022;
Shchur et al., 2022). One of the strategies considered effective for developing communication
skills is language immersion, as it promotes the constant and natural use of the language in real-
life situations (Andrade, 2024; Al et al., 2025). However, many people do not have access to real
immersion experiences, mainly due to economic, geographical, and social issues (Andrade, 2024).
According to Del Real and Núñez (2022), in several educational institutions where English
is taught as a foreign language, its use outside the classroom is still limited. This constant
limitation has a direct impact on the development of communication skills, especially listening
comprehension and speaking, creating a gap between what is expected to be achieved (at the
curricular level) and the actual learning outcomes (Palacio, 2024; Bustos, 2025). Furthermore,
because many educational institutions do not have the appropriate technological resources and
methodological strategies, intensive, contextualized, and meaningful language practice is not
possible (Sangmin, 2022).
Faced with this reality, artificial intelligence (AI) is presented as an innovative option for
reducing the limitations of traditional immersion in language learning (Lázaro et al., 2024). The
development of adaptive systems, conversational tutors, voice recognition, and interactive virtual
environments has made it possible to offer new learning possibilities that are more personalized,
dynamic, and accessible (Ortiz, 2025). Sánchez (2024) and Álvarez (2025) mention that the
incorporation of AI in English language teaching is justified by its ability to provide immediate
feedback, adjust to the student's level and pace, and simulate authentic communicative situations
that promote functional and meaningful use of the language.
Previous research has analyzed the use of digital technologies in language teaching,
highlighting the benefits offered by computer-assisted learning, mobile learning, and the use of
AI-based tools to support the language learning process (Macías et al., 2025).
Recent research indicates that chatbots and intelligent systems can increase motivation,
reduce communication anxiety, and improve language practice (Sanz, 2025). However, most of
these studies focus on linguistic performance or student perception, without delving sufficiently
into the analysis of AI as a comprehensive language immersion environment (Rebolledo &
Gisbert, 2025).
There is, therefore, a gap in the literature on the concept and pedagogical analysis of
artificial intelligence when used as a language immersion environment for learning English as a
second language. It is therefore necessary to systematically explore how the characteristics of AI
itself reinforce the fundamental principles of traditional language immersion.
Vol. 13/ Núm. 1 2026 pág. 177
The purpose of this article is to analyze the role of AI as a language immersion environment
in learning English as a second language, from a theoretical-analytical approach that combines
theories on how second languages are learned with the use of technology. To this end, it draws
on the comprehensible input hypothesis, interaction theory, and communicative approaches, as
well as the principles of personalized and adaptive learning characteristic of AI. The aim is to
contribute to academic reflection on the pedagogical use of AI and its capacity to transform the
processes of teaching and learning English.
MATERIALS AND METHODS
The research was conducted using a mixed approach, combining quantitative and
qualitative strategies, with the aim of achieving a comprehensive and detailed overview of the use
of artificial intelligence when employed as a language immersion environment in the learning of
English as a second language. The quantitative approach allowed for the measurement of changes
in participants' linguistic performance before and after the pedagogical intervention, while the
qualitative approach facilitated the analysis of perceptions, experiences, and interaction dynamics
generated during the AI-mediated learning process.
The research design was quasi-experimental, with a descriptive and explanatory scope,
and was structured under a pretest-posttest scheme with a single group. This design allowed for a
comparison of the participants' level of linguistic competence prior to the intervention and after
its implementation, without random manipulation of the subjects, considering the conditions of
the educational context.
The study was conducted at a higher education institution located in Ecuador, in a formal
educational context where English is taught as a second language and basic technological
resources are available to support the teaching-learning process. For reasons of institutional
confidentiality and ethical considerations, the name of the institution where the research was
conducted is not disclosed in this study. The sample consisted of 40 students, aged between 18
and 22, who had an A2+ level of English and were enrolled in training programs where English
is part of the curriculum. The sample was selected using intentional non-probabilistic sampling,
considering criteria aligned with the research objectives.
The inclusion criteria stipulated that students must have an A2+ level of English, be
within the established age range, have the necessary time to participate throughout the research
process, have access to technological devices and good internet connectivity, and voluntarily
agree to participate by signing the informed consent form. Students with English levels below or
above A2+ and those with previous experience in language immersion settings were excluded.
Data collection was carried out using various tools: diagnostic tests, final language
performance tests, structured surveys, and pedagogical observation. These tools provided
quantitative information on the progress of English communication skills and qualitative
The purpose of this article is to analyze the role of AI as a language immersion environment
in learning English as a second language, from a theoretical-analytical approach that combines
theories on how second languages are learned with the use of technology. To this end, it draws
on the comprehensible input hypothesis, interaction theory, and communicative approaches, as
well as the principles of personalized and adaptive learning characteristic of AI. The aim is to
contribute to academic reflection on the pedagogical use of AI and its capacity to transform the
processes of teaching and learning English.
MATERIALS AND METHODS
The research was conducted using a mixed approach, combining quantitative and
qualitative strategies, with the aim of achieving a comprehensive and detailed overview of the use
of artificial intelligence when employed as a language immersion environment in the learning of
English as a second language. The quantitative approach allowed for the measurement of changes
in participants' linguistic performance before and after the pedagogical intervention, while the
qualitative approach facilitated the analysis of perceptions, experiences, and interaction dynamics
generated during the AI-mediated learning process.
The research design was quasi-experimental, with a descriptive and explanatory scope,
and was structured under a pretest-posttest scheme with a single group. This design allowed for a
comparison of the participants' level of linguistic competence prior to the intervention and after
its implementation, without random manipulation of the subjects, considering the conditions of
the educational context.
The study was conducted at a higher education institution located in Ecuador, in a formal
educational context where English is taught as a second language and basic technological
resources are available to support the teaching-learning process. For reasons of institutional
confidentiality and ethical considerations, the name of the institution where the research was
conducted is not disclosed in this study. The sample consisted of 40 students, aged between 18
and 22, who had an A2+ level of English and were enrolled in training programs where English
is part of the curriculum. The sample was selected using intentional non-probabilistic sampling,
considering criteria aligned with the research objectives.
The inclusion criteria stipulated that students must have an A2+ level of English, be
within the established age range, have the necessary time to participate throughout the research
process, have access to technological devices and good internet connectivity, and voluntarily
agree to participate by signing the informed consent form. Students with English levels below or
above A2+ and those with previous experience in language immersion settings were excluded.
Data collection was carried out using various tools: diagnostic tests, final language
performance tests, structured surveys, and pedagogical observation. These tools provided
quantitative information on the progress of English communication skills and qualitative
Vol. 13/ Núm. 1 2026 pág. 178
information on interaction, motivation, and students' perceptions of the use of AI in language
learning.
Similarly, the instruments used were a standardized test of oral comprehension and
production in English, a Likert-type questionnaire to assess students' attitudes and perceptions
about the use of AI, and an observation guide to record participation, level of interaction, and
functional use of language during the intervention activities.
The research was conducted in three phases. The first phase consisted of administering a
diagnostic assessment to determine the initial level of linguistic competence of the participating
students. In the second phase, the AI-supported pedagogical intervention was carried out over a
specific period, including communicative practice activities, guided interaction, and immediate
feedback. In the third phase, a final assessment was administered, and qualitative data were
collected and subsequently analyzed.
During the pedagogical intervention, AI-based tools such as conversational chatbots,
voice recognition systems, and adaptive platforms were used, designed to promote continuous
exposure to the English language and simulate authentic communicative situations. The activities
were designed to strengthen oral comprehension and production, thereby promoting autonomous
learning and active student participation.
Statistical data were analyzed using descriptive and inferential statistics, comparing
pretest and posttest results to identify possible improvements in linguistic performance. In the
case of qualitative data, a thematic categorization process was used, which made it possible to
identify recurring patterns and relevant meanings related to the learning experience measured by
AI.
Finally, methodological triangulation was applied as a strategy to strengthen the validity
and reliability of the results. This triangulation was carried out by integrating and contrasting the
data obtained from different techniques and instruments, as well as from quantitative and
qualitative approaches, ensuring a more complete and rigorous interpretation of the phenomenon
studied.
RESULTS
The results show a positive impact of the AI-mediated pedagogical intervention on the
development of linguistic competence in English as a second language. The comparison between
the pretest and posttest results showed a significant improvement in student performance in terms
of linguistic performance. As shown in Figure 1, the overall average score increased from 54.9 to
73.7 points, which is equivalent to an improvement of 18.8 points. More specifically, listening
comprehension showed an improvement from an average of 29.6 to 39.3, while oral production
increased from 25.3 to 34.4 points. These results demonstrated a consistent improvement in both
skills, especially in oral expression.
information on interaction, motivation, and students' perceptions of the use of AI in language
learning.
Similarly, the instruments used were a standardized test of oral comprehension and
production in English, a Likert-type questionnaire to assess students' attitudes and perceptions
about the use of AI, and an observation guide to record participation, level of interaction, and
functional use of language during the intervention activities.
The research was conducted in three phases. The first phase consisted of administering a
diagnostic assessment to determine the initial level of linguistic competence of the participating
students. In the second phase, the AI-supported pedagogical intervention was carried out over a
specific period, including communicative practice activities, guided interaction, and immediate
feedback. In the third phase, a final assessment was administered, and qualitative data were
collected and subsequently analyzed.
During the pedagogical intervention, AI-based tools such as conversational chatbots,
voice recognition systems, and adaptive platforms were used, designed to promote continuous
exposure to the English language and simulate authentic communicative situations. The activities
were designed to strengthen oral comprehension and production, thereby promoting autonomous
learning and active student participation.
Statistical data were analyzed using descriptive and inferential statistics, comparing
pretest and posttest results to identify possible improvements in linguistic performance. In the
case of qualitative data, a thematic categorization process was used, which made it possible to
identify recurring patterns and relevant meanings related to the learning experience measured by
AI.
Finally, methodological triangulation was applied as a strategy to strengthen the validity
and reliability of the results. This triangulation was carried out by integrating and contrasting the
data obtained from different techniques and instruments, as well as from quantitative and
qualitative approaches, ensuring a more complete and rigorous interpretation of the phenomenon
studied.
RESULTS
The results show a positive impact of the AI-mediated pedagogical intervention on the
development of linguistic competence in English as a second language. The comparison between
the pretest and posttest results showed a significant improvement in student performance in terms
of linguistic performance. As shown in Figure 1, the overall average score increased from 54.9 to
73.7 points, which is equivalent to an improvement of 18.8 points. More specifically, listening
comprehension showed an improvement from an average of 29.6 to 39.3, while oral production
increased from 25.3 to 34.4 points. These results demonstrated a consistent improvement in both
skills, especially in oral expression.
Vol. 13/ Núm. 1 2026 pág. 179
Figure 1
Comparison of average pretest and posttest scores for English language proficiency
The evolution of performance is also reflected in the distribution of the levels achieved
by students. Before the intervention, six participants were at the insufficient level and 24 at the
initial basic level; however, after the implementation of the pedagogical proposal, no students
remained at the insufficient level and 22 reached the satisfactory basic level, while only eight
remained at the initial basic level, as shown in Table 1. This shift confirms a general improvement
in the study group.
Table 1
Distribution of pretest and posttest performance levels
Level Pre-test Post-test
Insufficient 6 0
Basic initial 24 8
Basic satisfactory 0 22
Basic high 0 0
Regarding students' perceptions of the use of artificial intelligence, the results of the Likert-
type questionnaire show a highly positive assessment. Figure 2 shows that all dimensions
evaluated obtained averages above 4.0 on a five-point scale, with the general perception of AI use
and motivation to learn English standing out. Likewise, high levels of communicative confidence
and a significant anxiety reduction when using the language were recorded, suggesting that AI
fostered a more secure and motivating learning environment.
0
10
20
30
40
50
60
70
80
Listening Speaking Total
29,6 25,3
54,9
39,3 34,4
73,7
Media Pretest Media Postest
Figure 1
Comparison of average pretest and posttest scores for English language proficiency
The evolution of performance is also reflected in the distribution of the levels achieved
by students. Before the intervention, six participants were at the insufficient level and 24 at the
initial basic level; however, after the implementation of the pedagogical proposal, no students
remained at the insufficient level and 22 reached the satisfactory basic level, while only eight
remained at the initial basic level, as shown in Table 1. This shift confirms a general improvement
in the study group.
Table 1
Distribution of pretest and posttest performance levels
Level Pre-test Post-test
Insufficient 6 0
Basic initial 24 8
Basic satisfactory 0 22
Basic high 0 0
Regarding students' perceptions of the use of artificial intelligence, the results of the Likert-
type questionnaire show a highly positive assessment. Figure 2 shows that all dimensions
evaluated obtained averages above 4.0 on a five-point scale, with the general perception of AI use
and motivation to learn English standing out. Likewise, high levels of communicative confidence
and a significant anxiety reduction when using the language were recorded, suggesting that AI
fostered a more secure and motivating learning environment.
0
10
20
30
40
50
60
70
80
Listening Speaking Total
29,6 25,3
54,9
39,3 34,4
73,7
Media Pretest Media Postest
Vol. 13/ Núm. 1 2026 pág. 180
Figure 2
Averages by dimension of the student perception questionnaire
The data obtained through the pedagogical observation guide reinforce these findings. As
shown in Table 2, the averages per dimension were high, with positive behavior and active
participation by students during AI-mediated activities standing out. Oral interaction and
autonomy also achieved high scores, while functional language use, although slightly lower,
remained within an adequate range for level A2+, demonstrating basic communicative use of
English.
Table 2
Distribution of pretest and posttest performance levels
Dimension Average
Active participation 4,4
Oral interaction 4,3
Functional use of language 3,9
Student autonomy 4,3
Behavior 4,6
The records of AI tool usage were analyzed, demonstrating that during the intervention,
students actively and consistently used the digital platforms. Figure 3 shows that most students
had a high level of interaction, while the remaining group had a medium level, with no evidence
of low participation. These results demonstrated that constant interaction with AI favored the
development of linguistic competence, which was positively reflected in academic performance.
4,05
4,1
4,15
4,2
4,25
4,3
4,35
4,4
4,45
4,5
MOTIVATION COMUNICATIVE
CONFINDENCE ANXIETY
REDUCTION GENERAL
PERCEPTION
Figure 2
Averages by dimension of the student perception questionnaire
The data obtained through the pedagogical observation guide reinforce these findings. As
shown in Table 2, the averages per dimension were high, with positive behavior and active
participation by students during AI-mediated activities standing out. Oral interaction and
autonomy also achieved high scores, while functional language use, although slightly lower,
remained within an adequate range for level A2+, demonstrating basic communicative use of
English.
Table 2
Distribution of pretest and posttest performance levels
Dimension Average
Active participation 4,4
Oral interaction 4,3
Functional use of language 3,9
Student autonomy 4,3
Behavior 4,6
The records of AI tool usage were analyzed, demonstrating that during the intervention,
students actively and consistently used the digital platforms. Figure 3 shows that most students
had a high level of interaction, while the remaining group had a medium level, with no evidence
of low participation. These results demonstrated that constant interaction with AI favored the
development of linguistic competence, which was positively reflected in academic performance.
4,05
4,1
4,15
4,2
4,25
4,3
4,35
4,4
4,45
4,5
MOTIVATION COMUNICATIVE
CONFINDENCE ANXIETY
REDUCTION GENERAL
PERCEPTION
Vol. 13/ Núm. 1 2026 pág. 181
Figure 3
Level of student interaction with AI
The convergence of quantitative and qualitative results confirms the effectiveness of
artificial intelligence as a language immersion environment for learning English, demonstrating
improvements in linguistic performance, a positive perception of the learning process, and high
levels of student participation and autonomy.
DISCUSSION
The results obtained in this study show that artificial intelligence can function effectively
as a language immersion environment for learning English as a second language, especially in
educational contexts where exposure to the language is limited. The clear difference in the pretest
and posttest results demonstrates that the pedagogical intervention using AI had a positive impact
on the listening comprehension and oral expression of students with an A2+ level. This supports
the theoretical foundations that describe the importance of constant contact with the language,
practice in meaningful contexts, and immediate feedback for learning foreign languages as a
second language (Guarín, 2022; Shchur et al., 2022).
The improvement observed in listening and speaking skills can be explained by
communicative and language acquisition approaches, which suggest that learning is enhanced
when students frequently interact with linguistic resources appropriate to their level (Andrade,
2024; Palacio, 2024). This demonstrates that the artificial intelligence tools used in the
pedagogical intervention provided opportunities for constant practice, simulations of real
communicative situations, and immediate feedback, enabling students to strengthen their oral
skills in a less intimidating environment than the traditional classroom. These results coincide
with Sanz (2025) and Sánchez (2024) , who point out that interactive digital environments have
the ability to improve oral performance by reducing anxiety and increasing the frequency of
language use.
21
9
0
HIGH MEDIA LOW
Figure 3
Level of student interaction with AI
The convergence of quantitative and qualitative results confirms the effectiveness of
artificial intelligence as a language immersion environment for learning English, demonstrating
improvements in linguistic performance, a positive perception of the learning process, and high
levels of student participation and autonomy.
DISCUSSION
The results obtained in this study show that artificial intelligence can function effectively
as a language immersion environment for learning English as a second language, especially in
educational contexts where exposure to the language is limited. The clear difference in the pretest
and posttest results demonstrates that the pedagogical intervention using AI had a positive impact
on the listening comprehension and oral expression of students with an A2+ level. This supports
the theoretical foundations that describe the importance of constant contact with the language,
practice in meaningful contexts, and immediate feedback for learning foreign languages as a
second language (Guarín, 2022; Shchur et al., 2022).
The improvement observed in listening and speaking skills can be explained by
communicative and language acquisition approaches, which suggest that learning is enhanced
when students frequently interact with linguistic resources appropriate to their level (Andrade,
2024; Palacio, 2024). This demonstrates that the artificial intelligence tools used in the
pedagogical intervention provided opportunities for constant practice, simulations of real
communicative situations, and immediate feedback, enabling students to strengthen their oral
skills in a less intimidating environment than the traditional classroom. These results coincide
with Sanz (2025) and Sánchez (2024) , who point out that interactive digital environments have
the ability to improve oral performance by reducing anxiety and increasing the frequency of
language use.
21
9
0
HIGH MEDIA LOW
Vol. 13/ Núm. 1 2026 pág. 182
Similarly, the results obtained from the student perception questionnaire confirm the
effectiveness of the intervention, as students reported high levels of motivation, greater
confidence in communicating, and a positive assessment of the use of AI in English language
learning. Considering that one of the main barriers to oral participation during language learning
is communicative anxiety, the result showing its reduction is particularly significant. According
to Rebolledo and Gisbert (2025) and Ortiz (2025), AI seems to have the ability to provide a safe
environment that encourages experimentation with language and autonomous learning.
The quantitative results of the pedagogical observation guide show that levels of active
participation, oral interaction, and autonomy in activities supported by AI increased, also
supporting the results of the quantitative data. This shows that AI not only contributes to the
linguistic process but also promotes positive attitudes toward learning, increasing student
engagement in their educational process. Although functional language use showed a slightly
lower average compared to the other variables, it is consistent with the A2+ level of the students
who participated in the research and shows a progressive acquisition process, without detracting
from the effectiveness of the intervention (Sangmin, 2022; Macías et al., 2025).
As for the results of the AI tool usage logs, they show frequent and sustained interaction
with the platforms during the intervention period, reinforcing the relationship between intensity
of use and progress in linguistic performance. This finding coincides with studies that indicate
that regularity and time spent in digital learning environments have a positive influence on
academic results. In this sense, AI is establishing itself as a pedagogical resource that
complements traditional teaching and expands opportunities for language immersion outside the
classroom (Lázaro et al., 2024).
Finally, triangulation of the data obtained from the different instruments strengthens the
validity of the results and allows us to affirm that artificial intelligence is an effective pedagogical
alternative for learning English as a second language. However, this research has some limitations
related mainly to the sample size and the intervention period, so future research could consider a
larger number of participants, including students of different levels of linguistic competence,
examining the effects of AI use over longer periods of time. Despite these limitations, the results
of this research offer significant empirical evidence about the capacity of AI as a language
immersion environment, thereby contributing to the academic debate and the development of
innovative proposals for foreign language teaching.
CONCLUSIONS
The results of the study confirm that AI can be used as an innovative and effective
teaching resource, especially in contexts where exposure to English is limited. By triangulating
quantitative and qualitative information, it was demonstrated that its implementation in the
classroom strengthens the process of learning English as a second language.
Similarly, the results obtained from the student perception questionnaire confirm the
effectiveness of the intervention, as students reported high levels of motivation, greater
confidence in communicating, and a positive assessment of the use of AI in English language
learning. Considering that one of the main barriers to oral participation during language learning
is communicative anxiety, the result showing its reduction is particularly significant. According
to Rebolledo and Gisbert (2025) and Ortiz (2025), AI seems to have the ability to provide a safe
environment that encourages experimentation with language and autonomous learning.
The quantitative results of the pedagogical observation guide show that levels of active
participation, oral interaction, and autonomy in activities supported by AI increased, also
supporting the results of the quantitative data. This shows that AI not only contributes to the
linguistic process but also promotes positive attitudes toward learning, increasing student
engagement in their educational process. Although functional language use showed a slightly
lower average compared to the other variables, it is consistent with the A2+ level of the students
who participated in the research and shows a progressive acquisition process, without detracting
from the effectiveness of the intervention (Sangmin, 2022; Macías et al., 2025).
As for the results of the AI tool usage logs, they show frequent and sustained interaction
with the platforms during the intervention period, reinforcing the relationship between intensity
of use and progress in linguistic performance. This finding coincides with studies that indicate
that regularity and time spent in digital learning environments have a positive influence on
academic results. In this sense, AI is establishing itself as a pedagogical resource that
complements traditional teaching and expands opportunities for language immersion outside the
classroom (Lázaro et al., 2024).
Finally, triangulation of the data obtained from the different instruments strengthens the
validity of the results and allows us to affirm that artificial intelligence is an effective pedagogical
alternative for learning English as a second language. However, this research has some limitations
related mainly to the sample size and the intervention period, so future research could consider a
larger number of participants, including students of different levels of linguistic competence,
examining the effects of AI use over longer periods of time. Despite these limitations, the results
of this research offer significant empirical evidence about the capacity of AI as a language
immersion environment, thereby contributing to the academic debate and the development of
innovative proposals for foreign language teaching.
CONCLUSIONS
The results of the study confirm that AI can be used as an innovative and effective
teaching resource, especially in contexts where exposure to English is limited. By triangulating
quantitative and qualitative information, it was demonstrated that its implementation in the
classroom strengthens the process of learning English as a second language.
Vol. 13/ Núm. 1 2026 pág. 183
In particular, the AI-supported educational intervention significantly favored the
development of listening comprehension and oral production in university students at the A2+
level, aged 18 to 22, reflecting an improvement in their communicative competence. Observation
records and digital records revealed high levels of participation, autonomy, and consistent use of
technological platforms.
However, these results do not indicate that AI will replace the role of teachers, but rather
that it acts as a complement that enhances their pedagogical work. Teacher mediation continues
to be a key complement to guiding learning, contextualizing content, accompanying students, and
promoting the comprehensive development of communication skills. Consequently, artificial
intelligence is presented as a viable alternative to strengthen the teaching of English as a second
language and expand opportunities for language immersion.
In particular, the AI-supported educational intervention significantly favored the
development of listening comprehension and oral production in university students at the A2+
level, aged 18 to 22, reflecting an improvement in their communicative competence. Observation
records and digital records revealed high levels of participation, autonomy, and consistent use of
technological platforms.
However, these results do not indicate that AI will replace the role of teachers, but rather
that it acts as a complement that enhances their pedagogical work. Teacher mediation continues
to be a key complement to guiding learning, contextualizing content, accompanying students, and
promoting the comprehensive development of communication skills. Consequently, artificial
intelligence is presented as a viable alternative to strengthen the teaching of English as a second
language and expand opportunities for language immersion.
Vol. 13/ Núm. 1 2026 pág. 184
REFERENCES
Al, M., Demirkol, S., & Alruwaili, S. (2025). The development of language proficiency through
global skills enhancement using web 2.0 tools in university EFL contexts: a mixed
methods quasi-experimental study. Humanities and Social Sciences Communications,
12(931), 1-17. https://doi.org/10.1057/s41599-025-05210-2
Álvarez, A. (2025). Uso de la inteligencia artificial generativa para mejorar la producción oral
de los estudiantes de un curso de inglés universitario de nivel A1. [Tesis de posgrado,
Pontificia Universidad Católica del Perú] , Repositorio institucional pucp. Obtenido de
https://tesis.pucp.edu.pe/items/e362ace0-0423-4c28-87f8-c4aebe5048e1
Andrade, M. (2024). El metaverso como espacio de inmersión lingüística total para el
aprendizaje de idiomas. [Tesis de maestría, Universidad Europea], Repositorio
institucional universidadeuropea. Obtenido de
https://titula.universidadeuropea.es/handle/20.500.12880/8226
Bustos, M. (2025). Innovadoras estrategias lúdicas en el desarrollo de habilidades comunicativas
en inglés para estudiantes de instituciones educativas ecuatorianas en el año 2024. [Tesis
de posgrado, Escuela de Posgrado Newman], Repositorio institucional epnewman.
Obtenido de https://repositorio.epnewman.edu.pe/handle/20.500.12892/1502
Del Real, E., & Núñez, M. (2022). Factores que limitan el aprendizaje autónomo para la
adquisición del inglés como lengua extranjera. [Tesis de maestría, Universidad de la
Costa], Repositorio institucional cuc. Retrieved from
https://repositorio.cuc.edu.co/entities/publication/91b4ed88-5a47-4378-b72c-
dfbbd00a9247
Guarín, N. (2022). DIDÁCTICA DEL PROCESO DE ENSEÑANZA Y APRENDIZAJE DEL
INGLÉS COMO LENGUA EXTRANJERA EN UN CONTEXTO GLOBAL. [Tesis
doctoral, Universidad Pedagógica Experimental Libertador], Repositorio institucional
upel. Obtenido de http://espacio.digital.upel.edu.ve/index.php/TD/article/view/289
Lázaro, J., Valera, O., Román, N., Guitton, E., Oliva, R., & Pérez, J. (2024). Inteligencia artificial
para la conciencia y orientación en entornos educativos (Primera ed.). Editorial Mar
Caribe. Tratto da https://editorialmarcaribe.es/wp-content/uploads/2025/02/Inteligencia-
artificial-para-la-conciencia-y-orientacion-en-entornos-educativos.pdf
Macías, P., Venegas, W., Cedeño, A., & Tenemaza, E. (2025). La influencia de la tecnología en
la adquisición y enseñanza de las lenguas. Una revisión sistemática. RECIMUNDO,
1(252-267), 9. https://doi.org/10.26820/recimundo/9.(1).enero.2025.252-267
Ortiz, A. (2025). Inteligencia artificial aplicada a la educación - 1ra edición: Manual para
docentes, estudiantes y directivos (Primera ed.). Bogotá: Ecoe Ediciones. Obtenido de
https://books.google.com.ec/books?hl=es&lr=&id=3rJKEQAAQBAJ&oi=fnd&pg=PP3
REFERENCES
Al, M., Demirkol, S., & Alruwaili, S. (2025). The development of language proficiency through
global skills enhancement using web 2.0 tools in university EFL contexts: a mixed
methods quasi-experimental study. Humanities and Social Sciences Communications,
12(931), 1-17. https://doi.org/10.1057/s41599-025-05210-2
Álvarez, A. (2025). Uso de la inteligencia artificial generativa para mejorar la producción oral
de los estudiantes de un curso de inglés universitario de nivel A1. [Tesis de posgrado,
Pontificia Universidad Católica del Perú] , Repositorio institucional pucp. Obtenido de
https://tesis.pucp.edu.pe/items/e362ace0-0423-4c28-87f8-c4aebe5048e1
Andrade, M. (2024). El metaverso como espacio de inmersión lingüística total para el
aprendizaje de idiomas. [Tesis de maestría, Universidad Europea], Repositorio
institucional universidadeuropea. Obtenido de
https://titula.universidadeuropea.es/handle/20.500.12880/8226
Bustos, M. (2025). Innovadoras estrategias lúdicas en el desarrollo de habilidades comunicativas
en inglés para estudiantes de instituciones educativas ecuatorianas en el año 2024. [Tesis
de posgrado, Escuela de Posgrado Newman], Repositorio institucional epnewman.
Obtenido de https://repositorio.epnewman.edu.pe/handle/20.500.12892/1502
Del Real, E., & Núñez, M. (2022). Factores que limitan el aprendizaje autónomo para la
adquisición del inglés como lengua extranjera. [Tesis de maestría, Universidad de la
Costa], Repositorio institucional cuc. Retrieved from
https://repositorio.cuc.edu.co/entities/publication/91b4ed88-5a47-4378-b72c-
dfbbd00a9247
Guarín, N. (2022). DIDÁCTICA DEL PROCESO DE ENSEÑANZA Y APRENDIZAJE DEL
INGLÉS COMO LENGUA EXTRANJERA EN UN CONTEXTO GLOBAL. [Tesis
doctoral, Universidad Pedagógica Experimental Libertador], Repositorio institucional
upel. Obtenido de http://espacio.digital.upel.edu.ve/index.php/TD/article/view/289
Lázaro, J., Valera, O., Román, N., Guitton, E., Oliva, R., & Pérez, J. (2024). Inteligencia artificial
para la conciencia y orientación en entornos educativos (Primera ed.). Editorial Mar
Caribe. Tratto da https://editorialmarcaribe.es/wp-content/uploads/2025/02/Inteligencia-
artificial-para-la-conciencia-y-orientacion-en-entornos-educativos.pdf
Macías, P., Venegas, W., Cedeño, A., & Tenemaza, E. (2025). La influencia de la tecnología en
la adquisición y enseñanza de las lenguas. Una revisión sistemática. RECIMUNDO,
1(252-267), 9. https://doi.org/10.26820/recimundo/9.(1).enero.2025.252-267
Ortiz, A. (2025). Inteligencia artificial aplicada a la educación - 1ra edición: Manual para
docentes, estudiantes y directivos (Primera ed.). Bogotá: Ecoe Ediciones. Obtenido de
https://books.google.com.ec/books?hl=es&lr=&id=3rJKEQAAQBAJ&oi=fnd&pg=PP3
Vol. 13/ Núm. 1 2026 pág. 185
&dq=,+la+inteligencia+artificial+(IA)+emerge+como+una+alternativa+innovadora+par
a+mitigar+las+limitaciones+de+la+inmersi%C3%B3n+tradicional.+El+avance+de+tec
nolog%C3%ADas+como+los+si
Palacio, A. (2024). La construcción de conocimiento en la enseñanza del inglés a partir de las
concepciones sobre las prácticas pedagógicas con las docentes de las instituciones
educativas Manuel Uribe Angel y José Miguel de la Calle del municipio de Envigado.
[Tesis doctoral, Universidad Nacional de La Plata], Repositorio institucional fahce.
Obtenido de https://www.memoria.fahce.unlp.edu.ar/library?a=d&c=tesis&d=Jte3005
Rebolledo, R., & Gisbert, M. (2025). Aprendizaje adaptativo del inglés como lengua extranjera
con herramientas de inteligencia artificial: una revisión sistemática de la literatura.
Profesorado, 29(1), 241-264. https://doi.org/10.30827/profesorado.v29i1.30828
Sánchez, J. (2024). Uso de la inteligencia artificial ChatGPT y la plataforma del British Council
para mejorar las competencias de interacción en inglés en aprendices de la tecnología
de multimedia del SENA. [Tesis de maestría, Universidad Nacional Abierta y a Distancia
UNAD], Repositorio institucional unad. Retrieved from
https://repository.unad.edu.co/handle/10596/74734
Sangmin, M. (2022). A systematic review of context-aware technology use in foreign language
learning. Computer Assisted Language Learning, 35(3), 294-318.
https://doi.org/10.1080/09588221.2019.1688836
Sanz, M. (2025). La IA en la enseñanza de idiomas: chatbots y formación del profesorado.
European Public & Social Innovation Review, 10, 1-13. https://doi.org/10.31637/epsir-
2025-513
Shchur, N., Roman, V., Muzyka, T., Popoilyk, Y., & Yurchak, H. (2022). The formation of
student's foreign language communicative competence as a component of social culture
within the context of educational and scientific globalization. INTERNATIONAL
JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES , 16, 121-127.
https://doi.org/10.46300/9109.2022.16.13
&dq=,+la+inteligencia+artificial+(IA)+emerge+como+una+alternativa+innovadora+par
a+mitigar+las+limitaciones+de+la+inmersi%C3%B3n+tradicional.+El+avance+de+tec
nolog%C3%ADas+como+los+si
Palacio, A. (2024). La construcción de conocimiento en la enseñanza del inglés a partir de las
concepciones sobre las prácticas pedagógicas con las docentes de las instituciones
educativas Manuel Uribe Angel y José Miguel de la Calle del municipio de Envigado.
[Tesis doctoral, Universidad Nacional de La Plata], Repositorio institucional fahce.
Obtenido de https://www.memoria.fahce.unlp.edu.ar/library?a=d&c=tesis&d=Jte3005
Rebolledo, R., & Gisbert, M. (2025). Aprendizaje adaptativo del inglés como lengua extranjera
con herramientas de inteligencia artificial: una revisión sistemática de la literatura.
Profesorado, 29(1), 241-264. https://doi.org/10.30827/profesorado.v29i1.30828
Sánchez, J. (2024). Uso de la inteligencia artificial ChatGPT y la plataforma del British Council
para mejorar las competencias de interacción en inglés en aprendices de la tecnología
de multimedia del SENA. [Tesis de maestría, Universidad Nacional Abierta y a Distancia
UNAD], Repositorio institucional unad. Retrieved from
https://repository.unad.edu.co/handle/10596/74734
Sangmin, M. (2022). A systematic review of context-aware technology use in foreign language
learning. Computer Assisted Language Learning, 35(3), 294-318.
https://doi.org/10.1080/09588221.2019.1688836
Sanz, M. (2025). La IA en la enseñanza de idiomas: chatbots y formación del profesorado.
European Public & Social Innovation Review, 10, 1-13. https://doi.org/10.31637/epsir-
2025-513
Shchur, N., Roman, V., Muzyka, T., Popoilyk, Y., & Yurchak, H. (2022). The formation of
student's foreign language communicative competence as a component of social culture
within the context of educational and scientific globalization. INTERNATIONAL
JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES , 16, 121-127.
https://doi.org/10.46300/9109.2022.16.13