Using Artificial Intelligence to Support Learning English

Abstract

This master's thesis explores whether and how artificial intelligence (AI) can support English language learning and digital competence development in lower-secondary learners in the Czech Republic. A ten-week intervention in action research was conducted using an AI-driven pronunciation application. The theoretical framework addresses digital and communicative competence and the integration of AI tools in language learning, focusing on segmental pronunciation features. The findings indicate that learners could use the application independently, found repetition beneficial, and critically reflected on their progress and the tool's limitations. While some technical and motivational challenges were noted, the research suggests that AI can meaningfully support pronunciation practice and digital competence when combined with teacher support and reflective practice.