The Effect of AI-Powered Technologies on the Motivation to Learn Foreign Languages: A State-of-the-Art Review and Meta-Analysis

DOI: https://doi.org/10.32664/ijitgeb.v7i1.186
Keywords: Automatic Speech Recognition (ASR), Text-to-Speech (TTS), Machine Translation (MT), Generative AI (GenAI), Second Language Acquisition (SLA)

Abstract

This paper reviews current research and provides a meta-analysis on how AI technologies, specifically Automatic Speech Recognition (ASR), Text-to-Speech (TTS), Machine Translation (MT), and Generative AI (GenAI), affect motivation in Second Language Acquisition (SLA). Learning a new language is a demanding task that requires ongoing motivation and significant effort. Modern AI tools offer new possibilities for supporting language learners and potentially making the learning process easier and more engaging. However, these same technologies may also reduce motivation by allowing learners to avoid challenging language tasks by relying heavily on technological support. By examining 35 peer-reviewed studies, this review finds that most (66%) report a positive impact of AI tools on learner motivation. Practical evidence suggests these technologies can significantly boost motivation, engagement, and language proficiency, especially under controlled experimental settings. However, concerns remain about learners becoming too dependent on technology, potentially lowering their internal motivation to truly “learn” a language. The paper recommends that teachers actively guide students in using AI tools effectively to ensure meaningful language learning and to maintain genuine motivation. It concludes that integrating AI tools into language education requires careful balance, recognizing their benefits while avoiding excessive reliance and superficial engagement.

Received Date: April 16, 2025
Revised Date: May 10, 2025
Accepted Date: May 16, 2025

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Published
2025-06-01
Issue
Vol 7 No 1 (2025): INTERNATIONAL JOURNAL IN INFORMATION TECHNOLOGY IN GOVERNANCE, EDUCATION AND BUSINESS
Section
Articles
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