Views: 516
Arab World English Journal (AWEJ) Special Issue on CALL Vol. 17, No.12. July 2026 Pp.278-287
The rapid integration of artificial intelligence (AI) into education has significantly changed how we approach language learning and teaching. Even though AI-generated materials are becoming more common in English language instruction, there is still not enough linguistic research comparing these texts with those designed for textbooks. This study aims to fill that gap by comparing human-authored and AI-generated texts used in language learning. The goal is to identify the main linguistic differences between these two types of texts and assess their effectiveness as language-learning models. The study uses texts from High Note and Language Leader alongside those generated by ChatGPT on similar topics, all within the B1–B2 proficiency range. The analysis examines lexical richness, syntactic complexity, cohesion, and discourse organization using both quantitative and qualitative methods. The findings show that AI-generated texts exhibit greater lexical diversity and syntactic complexity; however, they often exhibit structural uniformity, overuse of cohesive devices, and limited pragmatic depth. In contrast, textbook-based texts demonstrate balanced grammar, controlled vocabulary selection, greater communicative authenticity, and a stronger fit with teaching goals. The study emphasizes the need to balance technological innovation with effective teaching in language education. The results suggest that while AI-generated texts can be helpful as supplementary resources, they should not replace professionally designed educational materials. This research contributes to ongoing discussions on artificial intelligence in English language teaching and offers insights into the linguistic and educational impacts of AI-assisted learning resources
Smaglii, V., Korolova, T., Yukhymets, S., & Kivenko, I. (2026). Human vs AI-Generated Texts in Language Learning: A Linguistic Comparison. Arab World English Journal (AWEJ) Special Issue on CALLVol.17. (12). 278-287.
Ahmad, S. F., Hun, H., Alam, M.M., Rehmat, M.K., Irshad, M., Arrano-Munoz, M, & Ariza-Montes, A. (2023). Impact of Artificial Intelligence on Human Loss in Decision Making, Laziness and Safety in Education. Humanities and Social Sciences Communications, 10(1), 1–14. https://doi.org/10.1057/s41599-023-01787-8
Alzubaidi, K. (2025). The Role of Generative AI in Higher Education: Institutional Guidelines, Generational Gaps, and the Grok 4 Challenge. Arab World English Journal (AWEJ) Special Issue on CALL (11)1-4 DOI: https://dx.doi.org/10.24093/awej/call11.1A
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching 40/2: pp. 97–118. https://doi.org/10.1017/S0261444807004144
Kang, S. & Sung, Y. (2024). EFL students’ self-directed learning of conversation skills with AI chatbots: A case-study approach. Language Learning & Technology, 28(3), 1–22. https://doi.org/10.10125/73477
Khedr, N. A., & Abbas, N. F. (2026). AI in Literary and Non-Literary Discourse: A Systematic Review of Human and Machine Authorship, Style and Perception. Arab World English Journal, Special Issue on Artificial Intelligence, (3):88-10 https://dx.doi.org/10.24093/awej/AI3.6
Koç, F. Ş. & Savaş, P. (2025). The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024. ReCALL, 37(1), 4–21. https://doi.org/10.1017/S0958344024000168
Markus, M. & Kirner-Ludwig, M. (2024). A Philologist’s Perspective on Artificial Intelligence – a Case Study into English Dialect Dictionary Online 4.0, International Journal of Lexicography, 37(2), 226–252 https://doi.org/10.1093/ijl/ecae001
Mieczkowski, H., Hancock, J. T., Naaman, M., Malte Jung, & Hohenstein, J. (2021). AI-mediated communication: Language use and interpersonal effects in a referential communication task. Proceedings of the ACM on Human-Computer Interaction, 17(1), 17:14. https://doi.org/10.1145/3449091
Mohamed, A. M. (2024). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL Faculty Members. Education and Information Technologies, 29(3), 3195–3217. https://doi.org/10.1007/s10639-023-11917-z
Pütz, O., & Esposito, E. (2024). Performance without understanding: How ChatGPT relies on humans to repair conversational trouble. Discourse & Communication, 18(6), 859–868. https://doi.org/10.1177/17504813241271492
Sako T. (2024). Enhancing Critical Thinking through AI-Assisted Collaborative Task-Based Learning. Journal of English Language Teaching and Linguistics, 9(2), August 2024, 157-170. http://dx.doi.org/10.21462/jeltl.v9i2.1319
Stanko, D. (2024). Integrating Artificial Intelligence in Naruto Fan Fiction Writing: a Case Study. Arab World English Journal (AWEJ) Special Issue on ChatGPT, 156-168. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.10
Tai, T.Y. & Chen, H. H.-J. (2024). Improving elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers & Education, 220, 105112. https://doi.org/10.1016/j.compedu.2024.105112.
Zhang, X. & Umeanowai, K. O. (2025). Exploring the transformative influence of artificial intelligence in EFL context: A comprehensive bibliometric analysis. Education and Information Technologies, 30(3), 3183–3198. https://doi.org/10.1007/s10639-024-12937-z
Valeriia Smaglii, doctor of philological sciences, professor, head of the Department of Foreign Languages and Translation, Odesa National Maritime University, Odesa, Ukraine. Her research interests are Language Teaching and Learning, English for Specific Purposes, and Cognitive Linguistics. ORCID ID: https://orcid.org/0000-0002-6222-7652
Tetiana Korolova, Doctor of Philological Sciences, Professor, Professor of the Department of Foreign Languages and Translation, Maritime Institute of Humanities, Odesa National Maritime University, Odesa, Ukraine. Her research interests are Applied Phonetics and Cross-Cultural Communication. ORCID ID: https://orcid.org/0000-0003-3441-196X
Svitlana Yukhymets, Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Foreign Languages and Translation, Odesa National Maritime University, Odesa, Ukraine. Her research interests cover a range of linguistic problems, many of which fall within the scope of translation and foreign language teaching methods. Her research interests are Methodology of Teaching English, English for Specific Purposes, Linguistics, Theory and Practice of Translation.
ORCID ID https://orcid.org/0000-0003-3350-7310
Inna Kivenko, Candidate of Philological Sciences, Associate Professor, Associate Professor of the Department of Foreign Languages and Translation, Odesa National Maritime University, Odesa, Ukraine. Her research interests are Language Teaching and Learning, English for Specific Purposes, Pragmalinguistics, Cognitive Linguistics, Communicative Linguistics, Applied Phonetics, and Cross-Cultural Communication ORCID ID: https://orcid.org/0000-0003-2044-5456