AI as an Impediment to Linguistic Creativity in English Language Learners: A Comprehensive Review of a Literature

Abstract

Artificial Intelligence (AI) in English language learning has sparked worries about how technology can affect English as a second language (ESL) learners’ creativity and deep learning processes. With the advancement of AI tools in the learning sector, ESL learners may learn the English language in entirely new ways. These AI tools make grammar correction, content creation, and writing support incredibly simple. The main issue is that these technologies may restrict learners’ creativity, ability to think critically, and ability to explore new ideas by automating language functions. Since AI tools offer standardized, formulaic recommendations, ESL learners could be dissuaded from experimenting with language or creating distinctive voices. This paper critically examines the growing concern that AI’s propensity for standardized writing may hinder ESL learners’ capacity for critical thought, original concept development, and in-depth introspection. Although AI is adept at managing writing’s technical parts, it lacks the contextual, cultural, and emotional intelligence that encourages creative expression. This review explores how AI affects creativity, highlighting its pros and cons. Besides, it advocates a comprehensive approach that uses AI to enhance human-led instruction rather than to replace it. To ensure that AI technology enhances rather than detracts from English language learners’ creative growth, this issue must be addressed.