Innovative Language Learning: AI and Mobile Technologies in the Post-Pandemic Landscape
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Abstract
Background and Aim: The COVID-19 pandemic accelerated the integration of mobile applications and artificial intelligence (AI) into language education, transforming traditional learning environments. This study introduces the Integrative Language Acquisition and Learning Model (ILALM) as a framework for promoting learner autonomy, ethical digital engagement, and cultural responsiveness in Philippine higher education.
Methods: A qualitative phenomenological approach was employed to examine the lived experiences of students and educators using AI and mobile technologies in language learning. Data were collected through interviews, focus group discussions, classroom observations, and document analysis involving ten participants.
Results: Findings revealed that SmartSpeak enhanced students’ oral fluency, pronunciation, and confidence through AI-supported real-time feedback, while LinguaLitBoost improved reading comprehension and writing proficiency through adaptive literacy activities. Thematic analysis identified increased motivation, learner autonomy, personalized learning, immediate feedback, and cultural responsiveness as significant outcomes. However, challenges such as digital inequity, limited internet access, and cultural misalignment of content were also observed.
Conclusion: The study demonstrates the transformative potential of AI and mobile technologies in post-pandemic language education. The implementation of SmartSpeak and LinguaLitBoost highlights the capacity of ILALM to support inclusive, context-sensitive, and learner-centered instruction. Sustainable integration of these technologies requires strengthened digital infrastructure, localized content, equitable access, and continuous teacher training to ensure effective and ethical classroom application.
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