Conceptualizing AI-Driven Learning in Second Language Education

Information from the abstract

As artificial intelligence (AI) becomes more deeply embedded in second language (L2) learning, it is increasingly shifting from an auxiliary technological tool to an integral element of L2 learning contexts. This paper aims to clarify the concept of AI-driven learning by explaining how learning processes may be organized, regulated, and sustained when AI is integrated into the learning process. AI-driven learning is conceptualized as a process-oriented learning model in which AI is systematically embedded and continuously contributes to the organization, regulation, and advancement of learning. Focusing on L2 education, the paper proposes four core traits of AI-driven learning: process-level integration, learner-centered adaptation, data-driven learning regulation, and continuous learning feedback. To characterize how learning develops across stages and progresses cyclically, the paper further articulates a conceptual structure organized around a pre-class, in-class, and post-class learning cycle. Overall, AI-driven learning provides a conceptual foundation for examining and guiding subsequent work on AI integration in L2 education research. Received: 18 March 2026 / Accepted: 22 June 2026 / Published: July 2026

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Related topics: Second Language Acquisition and Learning · Educational Technology and Pedagogy · EFL/ESL Teaching and Learning