Vol. 4 No. 3 (2026): The Role of Artificial Intelligence in Enhancing Foreign Language Learning: Toward Guided Human–AI Language Learning (GHAILL)

The Role of Artificial Intelligence in Enhancing Foreign Language Learning: Toward Guided Human–AI Language Learning (GHAILL)

Artificial intelligence (AI) has become a prominent component of contemporary foreign language learning, particularly through generative systems that provide conversational rehearsal, linguistic explanation, feedback, and individualized practice. This article is a conceptual paper rather than an empirical qualitative report or research protocol. It synthesizes the literature cited in the manuscript to examine how AI-supported learning can be understood through five interconnected domains: low-risk speaking rehearsal; personalized feedback and linguistic noticing; learner agency and self-regulated learning; engagement, confidence, and willingness to communicate; and tensions involving accuracy, dependency, privacy, and communicative authenticity. The results of the conceptual synthesis distinguish perceived speaking improvement from objectively measured proficiency and clarify the conceptual relations among AI literacy, agency, self-regulation, confidence, and willingness to communicate. The integrated results and discussion propose Guided Human–AI Language Learning (GHAILL), a human-centred process model in which learners move from goal setting and independent attempt to AI-mediated rehearsal or feedback, critical evaluation, learner revision, repeated production, human communication, and reflection. GHAILL differs from general self-regulated learning and technology-assisted language-learning frameworks by specifying three safeguards for generative-AI-supported language production: learner production before or alongside AI assistance, critical evaluation before uptake, and transfer from machine-mediated practice to human communication. The article argues that AI is most educationally valuable when it expands practice without displacing learner judgment, teacher mediation, or authentic interpersonal communication.