Assessing English teaching linguistic and artificial intelligence for efficient learning using analytical hierarchy process and Technique for Order of Preference by Similarity to Ideal Solution

Abstract

The advancement in the field of artificial intelligence (AI) has revolutionized every field of life, including the learning of second languages. These intelligent devices are capable of effectively and efficiently utilizing the time and energy of both learners and teachers. Students can learn at their own pace and at their own skill level. They can learn and practice in an interactive and fruitful environment thanks to intelligent chatbots and voice assistants. Students no longer require humanized teachers as a result of the use of these new methodologies; instead, they can learn more effectively by interacting with computer‐assisted systems. With the integration of information and communication technology (ICT) and AI, new technologies like computer‐assisted language learning (CALL) and mobile‐assisted language learning (MALL) are playing a very crucial role in the learning of the English language. Due to the various AI‐based applications and technologies available, learners are unable to use the most valuable and effective ones. This paper focuses on the role of AI in the learning of the English language. The study will help learners in the selection of efficient and effective AI‐powered paradigms for the teaching and learning process of the English language. Various features have been selected from the identified ones, and then, on the basis of these features, different AI‐grounded paradigms for English learning are ranked using analytical hierarchy process (AHP) and Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS). The alternative with the highest performance value is ranked at the top of all available alternatives, while the one with the lowest performance score is placed at the last.

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