• Tech-Enhanced English Learning: Empowering ELLs Through AI and Mobile Learning Tools

    Title
    Tech-Enhanced English Learning: Empowering ELLs Through AI and Mobile Learning Tools

    Author
    Dr. Amaria Fehaima
    Faculty of Letters and Foreign Languages, Department of English Language,
    University of Ain Temouchent, Algeria
    ✉ Corresponding author: amaria.fehaima@univ-temouchent.edu.dz

    International Conference on “Science, Education and Innovations in the Context of Modern Problems”
    📅 October 27–29, 2025
    📍 Baku, Azerbaijan
    🌐 Organized by IMCRA | https://www.imcra-az.org

    Abstract
    In the contemporary digital era, technology serves as a vital catalyst in enhancing English language acquisition by offering learners immediate, personalized, and engaging support. This study investigates the pedagogical impact of artificial intelligence (AI)-powered applications, mobile-assisted language learning (MALL) tools, and gamified learning platforms on English Language Learners (ELLs), with a focus on hybrid and remote learning contexts.

    Drawing on action research conducted in Algerian secondary schools and online tutoring environments, the study evaluates the effectiveness of AI-based tools—including chatbots, grammar correction software, and vocabulary-learning applications—on learner engagement, linguistic accuracy, and self-confidence. A 12-week digital immersion project integrated platforms such as Duolingo, Grammarly, and ChatGPT into routine instruction.

    Data collection combined qualitative feedback from both students and teachers with performance metrics and tool usage logs. Results indicate significant improvements in learners’ motivation, written accuracy, and self-correction practices, particularly among intermediate-level students. Additionally, the study highlights increased learner autonomy, as evidenced by students’ independent use of AI tools beyond classroom settings. These findings support the argument that thoughtful integration of digital technologies can substantially enhance language learning outcomes and foster more self-directed, participatory learning environments.

    Keywords:
    English language learning; artificial intelligence tools; mobile-assisted language learning (MALL); gamification; learner autonomy; hybrid education.

    Author Biography
    Dr. Amaria Fehaima is an Associate Professor in the Department of English Language at the University of Ain Temouchent, Algeria. Her academic specialization includes Applied Linguistics, English for Specific Purposes (ESP), and Language Education, with a strong emphasis on the integration of Information and Communication Technologies (ICT) in pedagogical practices.

    Dr. Fehaima’s research focuses on the convergence of traditional TEFL methodologies with innovative technological tools, especially in the application of artificial intelligence (AI) and digital platforms in English language teaching. Her work explores both the potential and the limitations of AI-driven environments in Algerian higher education, advocating for inclusive and strategic implementations.

    A multidisciplinary scholar, Dr. Fehaima promotes collaborative and cross-sectoral approaches to enhance educational quality and sustainability. Her recent projects examine the role of AI in ESP instruction, hybrid teaching models, and curriculum modernization in alignment with global educational standards and national priorities. She remains an active contributor to teacher training programs and curriculum development initiatives across Algerian academic institutions.