HUMAN–AI COLLABORATION IN LANGUAGE LEARNING: A LINGUO-COGNITIVE PERSPECTIVE
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The growing integration of artificial intelligence (AI) in English language teaching has created new opportunities for supporting both language proficiency and cognitive development. This review article examines human–AI collaboration from a linguo-cognitive perspective, focusing on how AI can contribute to learners’ critical thinking, problem-solving, decision-making, and metacognitive awareness. Recent studies indicate that AI tools can function as collaborative partners by providing feedback, dialogue, and scaffolding. However, research also warns that uncritical reliance on AI may lead to superficial learning and reduced cognitive effort. The literature suggests that meaningful learning occurs when students actively evaluate AI outputs, maintain agency in decision-making, and engage in structured reflection. Ethical awareness and responsible use of AI are also essential components of linguo-cognitive competence. The article concludes that AI has educational value not as an automatic solution but as a cognitive partner when supported by thoughtful pedagogical design and teacher mediation. Human–AI collaboration, when properly structured, can promote reflective and cognitively engaged language learning.
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