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Arab World English Journal (AWEJ) Volume 16. Number 3, September 2025 Pp.144-158
The growing integration of Artificial Intelligence in Computer-Assisted Language Learning is reshaping the landscape of second language acquisition, particularly, for adult learners seeking flexible, personalized, and effective language instruction. This paper explores the pedagogical impact of AI-enhanced CALL systems through the lens of three foundational theoretical frameworks: Sociocultural Theory, Cognitive Load Theory, and Interactionist perspectives. These perspectives offer complementary insights into how AI technologies, such as intelligent tutoring systems, natural language processing, and adaptive learning platforms, work. Which support learner autonomy, engagement, and communicative competence through personalized feedback, adaptive learning paths, and interactive practice. Drawing on recent empirical studies, the paper highlights both the transformative potential and practical challenges of implementing AI in adult language education. Including concerns over data privacy, teacher readiness gaps, and the risks of algorithmic bias that necessitate mitigation to ensure equitable and effective adoption. Building on these insights, the paper proposes a framework for ethically and pedagogically grounded AI integration to guide researchers, educators, and developers in designing responsible and impactful CALL practices. Ultimately, this study contributes to the evolving discourse on technology-enhanced language learning by providing theoretical depth and practical guidance for leveraging AI in adult second-language contexts.
Kakumanu, L. (2025). Harnessing AI in CALL: Theories, Pedagogies, and Applications for Adult Language Learning. Arab World English Journal, 16(3): 144-158.
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Dr. Lakshmi Kakumanu is a faculty member in the English department at Al-Baha University, Saudi Arabia. She holds a Ph.D. in Applied Linguistics and has over 20 years of experience in teaching English at the tertiary level. Her research interests focus on second language acquisition, technology-enhanced language learning, and collaborative learning practices in higher education.
ORCID ID — https://orcid.org/0009-0001-5122-0543