Editor’s note: This article was produced by a University of Massachusetts Amherst journalism student, in collaboration with MassLive, as part of a project in professor Steve Fox’s Introduction to Multimedia class.
University of Massachusetts Amherst junior Kerry Balerna has studied French since first grade, attending a French immersion school and developing strong confidence in her speaking abilities. Over the past two years, she has found herself begrudgingly turning to artificial intelligence to assist with writing and language learning.
“I tried to stay away from it as much as possible because I don’t particularly like using AI while learning a language,” she said, admitting that as AI tools have become more widespread, she’s started to use them selectively.
At UMass Amherst, tools such as ChatGPT and Duolingo are becoming increasingly common in language classrooms, Balerna said, a trend she finds concerning, despite acknowledging their usefulness.
Language isn’t the only topic artificial intelligence is assisting. AI has made its way into nearly every aspect of education, whether through grammar, essay feedback or instant translation. AI tools have become resources that many students at UMass Amherst turn to for help.
As universities continue to adapt to AI in classrooms, some question whether students can use AI tools ethically and effectively without taking away the effort involved in learning a new language.
Philippe Baillargeon, a French professor at UMass Amherst, approaches the growing use of AI in language learning with cautious optimism and critical awareness. Research suggests that while AI tools can strengthen vocabulary and writing skills, they also raise concerns about over-reliance and reduced real-world language practice.
“AI is incredibly useful for practicing output, exploring new expressions and receiving instant corrections. Yet, over-reliance on AI-generated responses risks limiting deep cognitive processing, critical thinking about language and active memorization, essential components for internalizing a new language,” Baillargeon said.
Baillargeon emphasized that language acquisition also depends on immersion, cultural context and communicative interaction, elements AI alone cannot fully provide. He noted that AI can encourage experimentation and confdence, as students may feel more comfortable taking risks when receiving instant feedback.
Research posted on Taylor & Francis Online indicates that AI chatbots have led to measurable improvements in university students’ language skills, particularly through platforms such as Duolingo. Similarly, the International Review of Research in Open and Distributed Learning (IRRODL) reports that Duolingo positively impacts learner engagement and willingness to communicate, leading to increased confidence.
A recent study from UCW ResearchGate shows that “gamifed elements, like those in Duolingo and the personalized nature of AI tools often increase learner motivation and engagement.”
Baillargeon notes that the availability of AI-based language tools has undeniably changed students’ approach to learning foreign languages and that these tools are not just informative but they are fun and add an exciting element to learning.
“Many students are now more willing to experiment with writing and speaking tasks because tools like ChatGPT provide immediate feedback, generate ideas and assist with grammar and vocabulary,” he said.
Several challenges have arisen from the over use of AI, such as academic integrity and over reliance. As students at UMass Amherst continue to learn languages, the balance between using AI as a study mechanism and resource, or a tool that diminishes authentic language practice still remains in question.
Baillargeon emphasizes that students need to understand that while AI can be a valuable aid, submitting AI-generated work as their own undermines the learning process and the fairness of assessment. Encouraging transparency, teaching responsible AI use and designing assessments that evaluate comprehension and communication skills beyond AI’s reach are crucial steps.
He sees AI as a powerful tool that, when integrated thoughtfully, can enhance language learning, but it requires careful balance to ensure it supports rather than replaces the essential human elements of education.
“Ethically, academic integrity is a key concern. It is important to establish clear guidelines on how AI tools should be used,” said Baillargeon.
