interactions, Artificial intelligence challanges.

The use of Artificial Intelligence (AI) in foreign language learning has opened up new possibilities for enhanced teaching methodologies and learners engagement [1], [2]. This paper presents a practical analysis of AI-powered tools in beginner-level Spanish language classrooms through the paper’s author own classroom teaching experiences and a learner survey. It was felt necessary to examine how students interact with AI-driven applications, the challenges they face, and therefore to come up with strategies for its effective pedagogical integration [3].

The study focuses on three key elements: first, learner’s interaction with AI Tools. Second, Challenges and Limitations. Third, Pedagogical Strategies. To look at these aspects, the paper drew form the classroom observations by the author as a Spanish language educator and conducted survey among 100 learners of the language.

This study employed mixed-method approach. A survey was designed and circulated among 100 learners of spanish as a foreign language at the university level. The learners came from divers academic background ranging from technical to non-technical courses. All of them are at the beginner stage of learning the language. The survey’s questionnaire was designed into three sections aiming at learners interaction with AI tools, challenges and drawbacks and pedagogical suggestions. It consisted of 10 objective questions and 2 subjective questions. The survey was conducted online via Google form. The responses were collected, categorised and analysed.

The study also draws on the author’s classroom observations during spanish language teaching, primarily focusing on the learners’s use of AI tools for completing AI assignments, grammar exercises [4], [5].

During the classroom teaching by the author of the paper, it was found out that learners use a few AI applications and platforms frequently among many available. So to understand the quality of learners' interaction with AI, the study focused on these AI applications and platforms, which are Google translate, ChatGPT, Duolingo [6], [7].

As shown in Fig. 1, 56out of 100 learners or 56% use an app/website to learn the language apart from the classroom learning while 44% solely rely on classroom learning.

The rapid advancement of AI has brought significant transformation to the field of foreign language teaching. AI-powered tools are increasingly being integrated into classrooms, offering innovative ways to enhance teaching methodologies and learner engagement. In particular, beginner-level language courses, such as Spanish, have benefited from the accessibility and personalization that AI applications provide. This paper presents a practical analysis of AI-driven tools in beginner-level Spanish classrooms, based largely on the author’s own teaching experiences, and explores how these technologies shape both teaching practices and student learning outcomes.

As shown in Fig. 2, 63% of learners use Google Translate, 46% use Duolingo, 58% use ChatGPT and 8% use other AI tools too for learning Spanish. It shows that learners trust most Google Translate for language learning [8].

Let's move on to the next part of the study which deals with the challenges and limitations the learners themselves feel while using AI.

As shown in Fig. 3, 61% of learners finds ChatGPT as useful resource in learning Spanish, while 26 % are not sure about it while 13% doesnt find it usefual at all.

Despite their advantages, AI-powered tools present several challenges. A major concern is the overreliance on automated translations, which can limit learners’ ability to develop independent language skills. Additionally, AI-generated responses may contain grammatical inaccuracies or lack cultural and contextual sensitivity elements that are essential in mastering a foreign language. These issues raise important pedagogical questions regarding the extent to which AI should be trusted as a reliable source of linguistic and cultural input.

As shown in Fig. 4, 41% of learners fell AI-generated responses as correct and natural while 49% are not sure about it while 10% doesnt find it to be correct or natural.

As shown in Fig. 5, 51% of learners feel that AI helps in their pronunciation improvement while 25% are not sure about it and 24% doesnt find it useful for the same. It means only half of the learners find AI useful for improvement of their pronunciation.

As shown in Fig. 6, 40% of learners find AI helpful in understanding Spanish grammar and sentence construction, 45% find it somewhat useful and 15% doesnt find it useful at all.

Now as the survey moved on to the final part about the pedagogical strategies, both objective and subjective questions were posed to the students, which are:

As the survey progressed to its final section on pedagogical strategies, both objective and subjective questions were presented to the students. These questions aimed to identify how learners perceive the pedagogical value of AI tools, their level of comfort using them, and their suggestions for improving their integration into classroom settings. The responses revealed a nuanced perspective: While students appreciated the flexibility, personalization, and immediate feedback that AI platforms provide, they also emphasized the irreplaceable value of human guidance in facilitating deeper understanding and authentic communication.

As shown in Fig. 7, 35% learners feels AI adds to the classroom’s learning by human educator while 49% feels that it somewhat adds to and 16% doesnt feels it adds to the classroom teaching at all.

As shown in Fig. 8, 44% learners feel the need to verify the AI responses by a human educator while 41% feels somewhat about it while 15% doesnt feel to verify it at all.

As shown in Fig. 9, 11% learners prefer AI based learning for Spanish language while 30% prefers traditional classroom learning while 73% prefers a mix of both .

As shown in Fig. 10, 58% think overreliance on AI may harm or derail the learning itself while 42 % doesnt feel the same.

AI Under human eductor guidance for effective learning. When a learner uses an AI tool under the guidance of a human educator, they learn two things at the same time: the targeted language and how to use AI tools with precision. AI is very useful when a human educator is not available at the moment. Human educators can assign AI-based activities to keep students engaged. It can also help students to continue their learning after the class or on off days thus maintaining the momentum [12].

It has been observed that learners struggle with formulating precise prompts while using AI leading to inaccurate responses. So here the human educator has the role to guide the learners on how to use AI effectively. Also the research found out that the learners cant be left unsupervised to use AI. Unhindered use of AI may look attractive and easy for a short term but the learners may totally stop thinking on their own and critically engaging with the learning process. Here the role of human educators comes into to ensure that AI is used as a learning aid rather than a crutch.

For language learning AI is a tool within a broader learning approach. The combination of various tools is essential for an immersive language learning. A human educator has to integrate AI with regular classroom teaching, periodical movie screenings, plays enactments, incorporating songs, dance performances in the targeted language and culture, and academic seminars. AI act as a facilitator in a small part in language learning, ultimately, learners must actively participate in diverse learning experiences.

The paper received no external funding.

The data used and analyzed during the current study are available from the corresponding author upon reasonable request.

The author declares no conflict of interestregarding the publication of this paper.