Generative artificial intelligence as a support in learning the english language

Abstract

Advances in generative artificial intelligence (GAI) open up new possibilities in English language teaching, particularly in higher education. However, its integration into teaching continues to face challenges related to limited teacher training, technological gaps, and the lack of instructional models to guide its proper use. This study analyzes the impact of GAI as a support tool in English language learning, with an emphasis on the development of language skills and its application in various educational contexts. The research was conducted using a qualitative approach, employing a descriptive-analytical documentary design based on a review of the literature published between 2021 and 2026 in academic databases. The results identified the main functionalities of IAG, including immediate feedback, content personalization, automatic generation of assessments, and assisted correction—elements that strengthen students’ autonomy, motivation, and language performance. Likewise, progress was observed in the practice of skills such as reading, writing, listening comprehension, and oral production. However, risks associated with their inappropriate use persist, such as technological dependence, plagiarism, a decline in critical thinking, and the reproduction of biases. Overall, the findings show that, although IAG has great potential to transform English language instruction through interactive and context-based experiences, its effectiveness depends on a thoughtful, ethical pedagogical approach focused on strengthening real-world communication skills.