DOI: 10.53850/joltida.1805113 ISSN: 2458-8350

There was an AI in the Classroom: A Silent Shift in English Language Learning

Pelin Derinalp, Bilal Budak
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The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) instruction has gained increasing attention due to its potential to enhance learners' linguistic competencies and engagement. Despite the growing number of studies exploring AI-based instruction across specific language skills, few studies have addressed the combined effect of AI-supported instruction across all core language skills and its cognitive implications. Grounded in Cognitive Load Theory (Sweller, 1988) and social-constructivism (Vygotsky, 1978), this study investigates the impact of a 14-week AI-supported English teaching program on (a) students’ English achievement across multiple skills, (b) their perceived cognitive load, and (c) the relationship between cognitive load and performance. A quasi-experimental mixed-methods design was employed with high school students divided into experimental and control groups (n = 48 each). Quantitative data were collected through pre- and post-tests covering reading, writing, listening, speaking, and use of English as well as cognitive load inventories. Qualitative data included student feedback on instructional experiences. Findings reveal that the AI-supported group demonstrated significantly greater improvement across all skills compared to the traditional group, with moderate cognitive load levels reported. Moreover, no significant relationship was found between students' perceived cognitive load and their academic achievement, suggesting that the effect of cognitive load on learning outcomes is multidimensional and context-sensitive. The results also suggest that well-designed AI-supported instruction may optimize cognitive processing and enhance multifaceted EFL learning outcomes.

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