Surigao Del Norte State University

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GRADUATE SCHOOL
Surigao City

Chapter I

THE PROBLEM AND REVIEW OF LITERATURE

Introduction

Artificial Intelligences (AI) become known as avant-

garde in the educational system. It was observed in the last

few years, the application of AI in teaching English as a

second language (ESL) has increased rapid-fire. The ESL

industry has been in fasting occurrence to adopt this state-

of-the art technology in able to improve learning outcomes.

In the advent of 21st century education, it is

imperative that learners will able to cope up with this

dynamic change. Learning a second language is still a

challenge among English teachers in Dinagat Islands, this

problem resulted to low MPS in English every quarter.

Various traditional approaches and techniques were applied

just to enhance the language competencies of the students.

The term “New Technology” includes communication

techniques for language teaching in which the personal

computer plays a central role (Davies & Hewer, 2012). There

are, however, other technological tools that can be utilized

in language learning besides computers. Each technological

tool has its specific benefits and application with one of

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GRADUATE SCHOOL
Surigao City

the four language parts (speaking, listening, reading, and

writing). However, in order to use these techniques

successfully, the ELL student should be familiar with using

computers and internet, and capable of interacting with

these techniques. The Department of Education recently

issued laptops, tablet and computers to all Dinagatnon

learners. Computers can raise the interest of reading for

learners by the use of simple and easy to understand text.

Reading-based computer programs can be used to improve the

word vocabulary, fluency, and comprehension of the students.

This also can enable ELL students to increase their

interaction with texts, pay their attention to individual

needs, and enhance their abilities to read texts they would

not otherwise be able to read (Ybarra & Green, 2003).

Computers can perform several tasks simultaneously and run

programs at a very high speed. Learning computer programs

can check exercises after they are performed by students,

move students gradually from easy to more difficult problems

according to their abilities. Computers can also be used to

correct answers for the learners, and to simulate tests in

an easy to understand manner (Alkahtani, 1999).

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GRADUATE SCHOOL
Surigao City

Review of Related Literature

As a promising and indispensable adjunct to traditional

teaching practices, AI can become a significant driver or

element in the development of language skills for learners

of all levels. Furthermore, beyond optimizing study

progress, AI can significantly reduce the level of stress

that learners traditionally used to experience when

confronted with a new language and its culture. This tool

can provide finer differentiation of students and help them

overcome their fears of making errors, subjective views or

the judgement of others, which is considered one of the most

common challenges learners face when learning a foreign

language. With the help of algorithms, foreign language

learning can become a much more innovative and exciting

process marked by exciting new technological discoveries.

Today, many inexpensive AI tools and forms for teaching and

learning English as a second or foreign language exist, such

as Google Docs word processor with voice recognition, or

voice interaction with Google Assistant, or using Google

Maps to practice giving and receiving directions in English.

Another innovative tool comes in the form of IBM’s Watson

supercomputer. Pokrivcakova (2019) shares eight other

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practical types of AI-powered tools adapted to foreign

language teaching, as well as the results of a few existing

studies which examine the creation of a framework for the

effective integration of AI-powered tools in the preparation

of foreign language teaching lessons However, many

challenges remain. In their extended study, Zawacki-

Richter, Marín, Bond and Gouverneur (2019) provide an

overview of research on AI applications in HE through a

systematic review. Out of 2656 publications initially

identified for the period between 2007 and 2018, 146

articles were included for the final synthesis, following

explicit inclusion and exclusion criteria. The descriptive

results show that most of the disciplines involved in this

AI study came from computer science and STEM fields, and

that quantitative methods were the most frequently used in

the empirical studies. The synthesis of results presents

four areas of application of AI in education in academic

support services: 1. Profiling and prediction, 2.

Assessment, 3. Adaptive systems and personalization, and 4.

Intelligent tutoring systems. In their concluding remarks,

Zawacki-Richter et al. (2019) highlight the

1.