Affiliation:
1. Zhengzhou Business University, China
Abstract
This study investigates the impact of AI-assisted language learning (AIAL) strategies on cognitive load and learning outcomes in the context of language acquisition. Specifically, the study explores three distinct AIAL strategies: personalized feedback and adaptive learning, interactive exercises with speech recognition, and intelligent tutoring with data-driven insights. The research employs a pretest-posttest random assignment experimental design, utilizing three experimental groups and a control group, with a total of 484 EFL students specializing in teaching English as a foreign language participating in the study. Data collection involves pre- and post-tests, questionnaires, and interviews to assess the influence of AIAL strategies on cognitive load and learning outcomes. Cognitive load is measured using the Cognitive Load Scale, while pretest-posttest assessments evaluate the efficacy of AIAL interventions across various language skills. These results contribute to the existing body of AIAL research by offering empirical evidence for the effectiveness of specific strategies in optimizing language learning experiences. The implications of this study extend to educators, researchers, and developers in the field of AIAL, emphasizing the potential of AIAL to enhance language acquisition processes and inform instructional design practices.