Evaluating the Effectiveness of AI-Based Tools in ESL Classrooms: A Student-Centered Analysis of Language Skill Development

Abstract

The current study examines the perceptions of the effectiveness of AI-based language tools by ESL learners on the enhancements of the English proficiency. Since there has been an influent trend toward the usage of AI platforms in the language classroom in the modern context, including such apps as Duolingo, ELSA Speak, and Grammarly, it is imperative to evaluate the pedagogical effectiveness of learning platforms utilized in contemporary classrooms through the prism of a learner. The research was conducted based on a quantitative and cross-sectional survey research design whereby 15 20 ESL students on the school level were surveyed with prior experience of the tools. The result showed a large proportion of use, with most of them indicating quantifiable benefits in the vocabulary and writing. The platform that enjoyed the greatest popularity became Duolingo, thanks to its gamification, as well as an adaptive interface. However, the test subjects raised few issues which are the accuracy of feedbacks given on pronunciation and lack of progress on spoken English and the usability of the application. The authors come to the conclusion that using AI tools is effective to support traditional instruction, especially in developing new vocabulary and writing. However, they should focus more on the topics of user training, situational implementation, and equal access. These results can provide valuable information to teachers, designers, and policymakers that want to maximise the use of AI in ESL teaching.