Artificial intelligence as a catalyst for overcoming barriers to English language learning in higher education

english

2025

volume 58, issue 2

artificial intelligence   language acquisition   language barriers   language skills   natural language processing

Univerza v Ljubljani, Filozofska fakulteta
(Obvezni izvod spletne publikacije)

This study explores the transformative capacity of Artificial Intelligence (AI) to enhance the learning experiences of dyslexic students within English as a Second Language (ESL) classrooms, with reference to the domain of higher education. Dyslexia consti-tutes a distinctive obstacle to language acquisition, manifesting in persistent difficulties with reading, comprehension, and written expression; factors that collectively impede the academic progression of affected learners in ESL contexts. The emergence of AI-driven technologies presents innovative avenues for addressing these pedagogical challenges by offering personalized, adaptive, and learner-centered interventions. This study identifies substantive gaps within existing support mechanisms for dyslexic learners. It critically evaluates the pedagogical efficacy of AI applications such as speech recognition systems, natural language processing (NLP), and adaptive learning platforms in fostering language proficiency and academic achievement among dyslexic students. Furthermore, it exam-ines selected case studies that demonstrate the practical integration of AI tools into ESL instruction, thereby providing actionable insights for educators and practitioners. While AI technologies offer significant advantages, including individualized learning trajec-tories and enhanced engagement, their adoption is accompanied by notable challenges. These encompass ethical considerations pertaining to data security, infrastructural and technological limitations, and the pressing need for sustained professional development of educators. The findings underscore a dual reality: AI has the capacity to substantially improve learning outcomes for dyslexic ESL students, yet it simultaneously raises com-plex questions regarding equity, privacy, and institutional readiness. Ultimately, this study calls for a collaborative framework uniting educators, policymakers, and technology de-velopers to fully harness the potential of AI in advancing equitable educational opportu-nities for dyslexic students in ESL contexts.

22.10.2026