Computer-Assisted Language Learning

Corrective feedback is among the best-evidenced drivers of second-language acquisition, yet corrections delivered during lessons rarely accumulate into an actionable view of grammar mastery. Prompted frontier models can provide such a view from learner--tutor lesson transcripts, but they are costly at scale. We close this gap by fine-tuning Qwen3.5 small language models (SLMs) on filtered and rebalanced teacher-generated supervision, then deploying an efficient 0.8B model in an end-to-end grammar mastery tracker for all English learners on our platform. Internalizing the annotation contract into adapter weights enables pairing the 0.8B model with a compact matched prompt rather than verbose instructions. On two human-curated benchmarks, both the deployed 0.8B model and a 4B reference comparator outperform prompted GPT-5.4 and GPT-5.6 Sol in precision and recall under nested matching criteria of increasing strictness: concept, evidence span, and correctness. The deployed 0.8B SLM reduces serving cost by approximately 16$\times$. A feature-level online experiment shows significant gains in learner engagement ($+15.8\%$) and key business metrics, including scheduled hours ($+2.1\%$) and GMV from new lessons ($+13.2\%$).

Artificial intelligence helps education most where an essential provision has been rationed by cost. For language learners that provision is a teacher's voice, which binds listening, reading, speaking, and writing into one act. Published evidence shows why most learners lack it, from a global shortage of 44 million teachers to heavy household tutoring bills, and why technology has not substituted for it: computer-assisted language learning proved effective but narrow, applications presuppose connectivity 2.6 billion people lack, and One Laptop per Child's randomized evaluation found that hardware without capable software teaches nothing. We distill eight difficulties and four binding constraints, and argue that small open-weight models dissolve the last: a complete four-skill stack now fits a $200-class laptop and, on community measurements, generates at the pace speech is consumed, for about one US cent of electricity per study hour. We therefore propose LLMersion, a scheme for AI for education that runs entirely at home, over the learner's own documents, with an AI-written, AI-understood, AI-updated codebase anyone can customize; present LLMersion-1, a released open-source prototype (https://github.com/QM378/LLMersion ); and outline the vision of a private learning agent.

Artificial intelligence is changing the form of applied English materials from fixed paper sequences to adaptive learning systems that can diagnose learners, recommend tasks, and provide formative feedback. This paper studies the structure and application of a new practical English textbook driven by artificial intelligence. A five-layer architecture is proposed: knowledge mapping, learner profiling, task generation, feedback orchestration, and teacher-side governance. A prototype was tested on 186 non-English-major undergraduates for eight weeks of teaching. Compared with a static digital textbook, the proposed system increased the unit completion accuracy from 72.4% to 84.9%, raised the average score for speaking tasks by 10.8 points, and reduced the teacher's correction time by 31.6%. Therefore, an AI-driven textbook can maintain the stability of the curriculum while providing personalised learning paths, rich practice materials and traceable classroom data.

This study evaluates the pedagogical viability of LLM-generated English as a Foreign Language (EFL) learning content. Utilising log data from Japanese junior high school students practicing on a grammar drilling application, we analysed how different question modalities impact student performance and whether theoretical localised CEFR difficulty tiers accurately predict empirical task difficulty. Results reveal a clear performance hierarchy: multiple-choice questions carried the lowest cognitive load, cloze tasks posed the greatest barrier to active recall, and drag-and-drop exercises incurred the heaviest time penalties. Furthermore, learner data validated the CEFR-J grammar framework, showing a steady decline in accuracy and increased response times as proficiency levels advanced. These findings demonstrate that LLMs can successfully generate learning content, while highlighting the need for developers to strategically sequence question modalities to transition learners from passive recognition to active linguistic production.

E-learning systems should deliver contents that reflect various phenomena of the language as it is used. In addition to formal Korean, e-learning systems that would include real-world Korean expressions such as those in web documents, mobile text messages, or twitter posts, would be useful to high-level learners. We construct two types of corpora: one is made of formal documents like online news articles; the other is made of informal documents like customer reviews about new products in web blogs. By comparing these corpora, we show how expressions differ in these two types of corpora. We survey the main characteristics of the informal corpus. Given that a significant proportion of text is informal, we propose Local Grammar Graphs (LGG) as an appropriate model to treat them effectively in Korean e-learning systems.

Large language models (LLMs) often fail to meet the pedagogical needs of K-12 English learners in non-native contexts due to a proficiency mismatch. To address this widespread challenge, we introduce a proficiency-aligned framework that adapts LLM outputs to learner abilities, using China's national curriculum (CSE) as a representative case. Our framework enables precise control over lexical complexity through a four-tier grading system, supported by a comprehensive suite of new resources: graded vocabulary lists and a multi-turn dialogue corpus. Our core technical contribution is the DDPO algorithm,Diversity Driven Policy Optimization, a multi-turn GRPO-based approach designed to preserve dialogue diversity while holistically optimizing dialogue quality. This method significantly outperforms conventional approaches, achieving low out-of-vocabulary rates and high diversity while enhancing conversational naturalness and pedagogical value. While grounded in the CSE, our framework is designed for flexibility and can be readily adapted to other educational standards. Our models, data, and code will all be open-sourced, providing a scalable platform for personalized English speaking practice that effectively addresses the unique challenges faced by K-12 learners in non-immersive environments.

How can language learning systems be developed for languages that lack sufficient training resources? This challenge is increasingly faced by developers across the African continent who aim to build AI systems capable of understanding and responding in local languages. To address this gap, we introduce AFRILANGDICT, a collection of 194.7K African language-English dictionary entries designed as seed resources for generating language-learning materials, enabling us to automatically construct large-scale, diverse, and verifiable student-tutor question-answer interactions suitable for training AI-assisted language tutors. Using AFRILANGDICT, we build AFRILANGEDU, a dataset of 78.9K multi-turn training examples for Supervised Fine-Tuning (SFT) and Direct Preference Optimization (DPO). Using AFRILANGEDU, we train language tutoring models collectively referred to as AFRILANGTUTOR. We fine-tune two multilingual LLMs: Llama-3-8B-IT and Gemma-3-12B-IT on AFRILANGEDU across 10 African languages and evaluate their performance. Our results show that models trained on AFRILANGEDU consistently outperform their base counterparts, and combining SFT and DPO yields substantial improvements, with gains ranging from 1.8% to 15.5% under LLM-as-a-judge evaluations across four criteria. To facilitate further research on low-resource languages, all resources are available at https://huggingface.co/afrilang-edu.

Grammatical error correction (GEC) and explanation (GEE) have made rapid progress, but real teaching scenarios also require learner-friendly pedagogical feedback that is actionable, level-appropriate, and encouraging. We introduce SPFG (Spoken Pedagogical Feedback Generation), a dataset built based on the Speak & Improve Challenge 2025 corpus, pairing fluency-oriented transcriptions with GEC targets and human-verified teacher-style feedback, including preferred/rejected feedback pairs for preference learning. We study a transcript-based Spoken Grammatical Error Correction (SGEC) setting and evaluate three instruction-tuned LLMs (Qwen2.5, Llama-3.1, and GLM-4), comparing supervised fine-tuning (SFT) with preference-based alignment (using DPO and KTO) for jointly generating corrections and feedback. Results show that SFT provides the most consistent improvements, while DPO/KTO yield smaller or mixed gains, and that correction quality and feedback quality are weakly coupled. Our implementation is available at https://github.com/Skywalker-Harrison/spfg.

Learning another language can be a highly emotional process, typically characterized by numerous frustrations and triumphs, big and small. For most learners, language learning does not follow a linear, predictable path, its zigzag course shaped by motivational (or demotivating) variables such as personal characteristics, teacher/peer relationships, learning materials, and dreams of a future L2 (second language) self. While some aspects of language learning (reading, grammar) are relatively mechanical, others can be stressful and unpredictable, especially conversing in the target language. That experience necessitates not only knowledge of structure and lexis, but also the ability to use the language in ways that are appropriate to the social and cultural context. A new opportunity to practice conversational abilities has arrived through the availability of AI chatbots, with both advantages (responsive, non-judgmental) and drawbacks (emotionally void, culturally biased). This column explores aspects of emotion as they arise in technology use and in particular how automatic emotion recognition and simulated human responsiveness in AI systems interface with language learning and the development of pragmatic and interactional competence. Emotion AI, the algorithmically driven interpretation of users' affective signals, has been seen as enabling greater personalized learning, adapting to perceived learner cognitive and emotional states. Others warn of emotional manipulation and inappropriate and ineffective user profiling