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All Journal Indonesian Journal of Pedagogy and Teacher Education The Journal of English Literacy Education
Siti Annisa Dahlan
Halu Oleo University
Education Languange, Linguistic, Communication & Media Other

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AI in English Language Learning: Balancing Innovation, Opportunity, and Human Connection Siti Annisa Dahlan
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.586

Abstract

Background: Artificial Intelligence (AI) has transformed English language learning through personalized instruction and real-time feedback. However, current literature shows a critical gap: studies focus either on technological capabilities or pedagogical problems in isolation, lacking frameworks that balance innovation with humanistic teaching principles. Aims: In order to investigate AI integration in English language learning, this systematic review will: (1) identify opportunities that AI presents; (2) analyze challenges and constraints; (3) develop a conceptual framework that strikes a balance between technological innovation and humanistic pedagogy; and (4) offer evidence-based recommendations for educators and policymakers.Methods: Thirty peer-reviewed publications from Web of Science, Scopus, ERIC, and Google Scholar were systematically reviewed between January 2023 and August 2025 in accordance with PRISMA principles. A modified CASP checklist was utilized for quality assessment. Humanistic Learning Theory and TPACK frameworks served as the basis for the analysis.Results: 73% of studies (n=22) found that accessibility and personalization improved writing accuracy and student motivation. But 50% (n=15) expressed worries about emotional engagement and ethical integrity. Problems included decreased personal connection, especially in collectivist societies (27%, n=8), algorithmic prejudice (17%, n=5), and plagiarism facilitation (30%, n=9). The four guiding concepts of the Innovation-Empathy Balance Model are educational intentionality, professional capacity building, ethical vigilance, and strategic complementarity.Conclusion: AI-enhanced English language instruction has a number of prospects, but it necessitates striking a balance between humanistic pedagogy and technology innovation. The Innovation-Empathy Balance Model emphasizes intentional deployment, teacher preparation, and preserving human connection in education, positioning AI as a strategic supplement to human-centered teaching.
USER EXPERIENCE AUDIT OF THREE POPULAR LANGUAGE LEARNING APPS: A HEURISTIC EVALUATION OF DUOLINGO, BABBEL, AND ELSA SPEAK Siti Annisa Dahlan
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.123

Abstract

Mobile-Assisted Language Learning (MALL) applications are among the most widely downloaded educational tools globally, yet rigorous usability evaluations using validated pedagogical frameworks remain scarce. This study applies a multi-evaluator heuristic protocol to three commercially dominant platforms, namely Duolingo, Babbel, and ELSA Speak, combining Nielsen’s (1994) 10 Usability Heuristics with an original Pedagogical Usability framework that connects interface design to second language acquisition (SLA) theory. Three evaluators with complementary expertise in EFL pedagogy and software development independently assessed each application on identical Android devices; inter-evaluator agreement was measured using Cohen’s Kappa, and disagreements were resolved through structured consensus. The consensus evaluation identified 19 usability issues (Duolingo: 7; Babbel: 7; ELSA Speak: 5) and 14 confirmed strengths; 42% (n = 8) were classified as Major (Severity 3). Inter-rater agreement was Substantial (κ = 0.769, pooled; p < .001). Heuristic 4 (Consistency and Standards) was the sole universal strength; Heuristic 9 (Error Recognition and Recovery) showed the greatest pedagogical variance. No application demonstrated universal usability superiority; monetization constraints represent the primary systemic source of usability pedagogy conflict. All findings are expert-based inferences and do not directly measure learner outcomes; empirical validation with learner participants is recommended.
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