Artificial Intelligence in Foreign Language Teaching: Challenges,Opportunities, and Pedagogical Limits

Abstract

The integration of artificial intelligence into education represents one of the most significant transformations of the contemporary teaching and learning process. In the field of foreign language teaching, AI-based tools can support the personalization of learning, the development of linguistic competences, the practice of written and oral communication, as well as the rapid creation of teaching materials adapted to students’ proficiency levels. At the
same time, however, the use of such tools raises a number of pedagogical, methodological, and ethical challenges.
This paper aims to examine the ways in which artificial intelligence can be integrated into foreign language teaching in higher education, with particular attention to the advantages, limitations, and potential risks of its use. The discussion will consider aspects such as the teacher’s role in mediating digitally generated content, the need to verify information, the
development of critical thinking, the risk of technological dependency, and the preservation of the human dimension of educational communication. In this context, artificial intelligence should not be perceived as a substitute for the teacher, but rather as a complementary instrument capable of supporting learning when used critically, thoughtfully, and responsibly.