The Impact of AI-Powered Language Learning Apps on Learner Motivation and Proficiency

Document Type : Original Article

Authors

1 Professor, Department of English Language and Literature, Faculty of Humanities, Ilam University, Ilam, Iran

2 Department of English Language and Literature, Ilam University, Ilam, Iran.

3 Department of English Language and Literature, Faculty of Letters and Humanities, Ilam University, Ilam, Iran

Abstract

Despite the rising popularity of AI-powered language learning applications such as Duolingo, Babbel, and Memrise, there remains a lack of empirical research comparing their effectiveness to traditional classroom methods in enhancing learner motivation and language proficiency. This study addresses this gap by examining the impact of these AI-driven tools on learners’ motivation and proficiency levels. Grounded in Self-Determination Theory, which posits that motivation thrives on autonomy, competence, and relatedness, and second language acquisition frameworks emphasizing input, interaction, and output, the research explores how these technologies shape intrinsic and extrinsic motivation alongside language skills. A mixed-methods approach integrates quantitative assessments, such as standardized language tests and motivation surveys, with qualitative feedback from semi-structured interviews and open-ended questionnaires, ensuring a comprehensive analysis of measurable outcomes and subjective experiences. The study highlights the role of multimedia-assisted language teaching technology in modern education, offering insights for educators integrating tech into pedagogy and developers refining these tools for optimal engagement and proficiency.

Keywords

Journal of Studies in Language Learning and Teaching
Volume 2, Issue 2
March 2026
Pages 1-17

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History

  • Receive Date: 28 March 2025
  • Revise Date: 21 December 2025
  • Accept Date: 28 February 2026

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