A comparative study on the pedagogical integration of AI-driven resources to enhance foreign language learning in seventh graders of a private and a public institution in the Colombian Caribbean Coast

Abstract

This study explores the pedagogical integration of Artificial Intelligence (AI)-driven resources in English language learning among seventh-grade students from two contrasting educational contexts on the Colombian Caribbean coast: a private school in Sincelejo and a public school in Barranquilla. Using a mixed-methods and action research approach, the study implemented classroom interventions supported by two AI tools; ChatGPT and Duolingo, across four lesson plans targeting listening, speaking, reading, and writing. Data were collected through questionnaires, semi-structured interviews, and focus groups. Findings revealed that AI positively influenced students’ motivation, engagement, and confidence in using English as a foreign language. Both institutions demonstrated progress in receptive skills, vocabulary retention, and communicative participation, though outcomes varied according to contextual factors such as technological access, digital literacy, and teacher mediation. Private school students benefited from stable connectivity and individualized practice, while public school students showed strong affective gains and greater collaboration. The study concludes that AI can enhance bilingual learning environments when aligned with reflective pedagogy and equitable access. It emphasizes AI’s complementary role in supporting, rather than replacing, teacher-led instruction. Recommendations include continuous teacher training, infrastructure improvement, and context-sensitive adaptation of AI-based strategies to foster inclusive and sustainable innovation in foreign language education.