Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-74 2025

https://doi.org/10.62574/v47qnv78

The influence of artificial intelligence on learning English as a second

language among Ecuadorian students

Influencia de la inteligencia artificial en aprendizaje del inglés como

segunda lengua en estudiantes ecuatorianos

William José Atencio-González

drwillatencio@gmail.com

Red de Investigación Koinonia, Portoviejo, Manabí, Ecuador

https://orcid.org/0009-0006-4161-9725

Alexandra Elizabeth Criollo-Ñato

alexandra.criollo@quito.gob.ec

Secretaría de Educación, Recreación y Deporte del DMQ, UEM Rafael Alvarado, Quito, Pichincha,

Ecuador

https://orcid.org/0009-0006-2548-076X

ABSTRACT

The objective of this research is to analyse the influence of artificial intelligence on the learning of English

as a second language in Ecuadorian students. Through a systematic review of scientific literature published

between 2021 and 2025, three main categories were identified: technological tools and teaching

methodologies, communicative skills and academic performance, and challenges and opportunities for

implementation. The results demonstrate that AI generates quantifiable improvements of 32-48% in

fundamental language skills (speaking, listening, reading, writing), increases intrinsic motivation by 43%,

and improves psychological well-being by 52% for students with special needs. AI tools enable automatic

personalisation according to individual learning styles, improving student retention by 58%. However,

successful implementation requires specialised teacher training, adequate technological infrastructure, and

competent educational leadership. AI represents a transformative opportunity to democratise quality English

language education in Ecuador.

Descriptors: artificial intelligence; learning; language instruction. (Source: UNESCO Thesaurus).

RESUMEN

Esta investigación tiene por objetivo de investigación analizar la influencia de la inteligencia artificial en el

aprendizaje del inglés como segunda lengua en estudiantes ecuatorianos. Mediante una revisión

sistemática de literatura científica publicada entre 2021-2025. Se identificaron tres categorías principales:

herramientas tecnológicas y metodologías de enseñanza, competencias comunicativas y rendimiento

académico, y desafíos y oportunidades de implementación. Los resultados demuestran que la IA genera

mejoras cuantificables del 32-48% en competencias lingüísticas fundamentales (speaking, listening,

reading, writing), incrementa la motivación intrínseca en 43% y mejora el bienestar psicológico en 52% para

estudiantes con necesidades especiales. Las herramientas de IA permiten personalización automática

según estilos de aprendizaje individuales, mejorando la retención estudiantil en 58%. Sin embargo, la

implementación exitosa requiere formación docente especializada, infraestructura tecnológica adecuada y

liderazgo educativo competente. La IA representa una oportunidad transformadora para democratizar la

educación de calidad en inglés en Ecuador.

Descriptores: inteligencia artificial; aprendizaje; enseñanza de idiomas. (Fuente: Tesauro UNESCO).

Received: 02/03/2025. Reviewed: 11/03/2025. Approved: 01/04/2025. Published: 21/05/2025.

Review articles

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

INTRODUCTION

With the integration of emerging technologies into the contemporary educational

environment, teaching and learning have been revolutionised. However, the

fundamental laws governing these processes have not yet changed. Artificial

intelligence, in particular, has become a transformative tool for 21st-century

education. Foreign languages are particularly targeted by this technology. At the

same time, the need to learn English as a second language has taken on

unprecedented importance in a globalised world. English is now a basic skill not

only for professional and academic life, but also for the personal growth of

individuals.

In line with the above, the Ecuadorian education system faces the challenge of

changing teaching methods to adapt to an increasingly digital society. For

Heredia-Arias et al. (2025), artificial intelligence represents a unique opportunity

to revolutionise traditional educational processes, especially in areas such as

language teaching. Similarly, Crompton et al. (2024) argue that the introduction

of AI into English language teaching substantially increases the range of possible

experiences. Personalising learning becomes an ethical imperative for academic

results.

Consequently, the Ecuadorian context has its own set of characteristics and

requires different consideration in terms of how educational technological

innovations are implemented. Therefore, Rengifo-Fernández et al. (2024)

emphasised the need for technological innovations to be adapted to the

contextual realities of each country and each culture and pedagogy. Similarly,

Quinde-Moncerrate et al. (2025) point out that current education and its

relationship with artificial intelligence demands, subjecting it to contextualised

criticism, both the classes and the scope of this section in order to achieve greater

benefits.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

Therefore, this research stems from the urgent need to raise awareness of how

artificial intelligence tools can improve the learning of English as a second

language in the specific case of Ecuadorian students. Therefore, Loor & Valencia

(2025) argue that identifying the beneficial challenges of educational AI is a

necessary step for its successful introduction into education systems in Latin

America and other coveted economies.

Consequently, the research objective is to analyse the influence of artificial

intelligence on the learning of English as a second language in Ecuadorian

students.

Theoretical framework

The conceptual evolution of artificial intelligence in the educational context has

undergone substantial transformations in recent decades, generating new

paradigms for understanding educational processes. In line with this perspective,

Forero-Corba & Bennasar (2024) conceptualise educational artificial intelligence

as the set of machine learning techniques and applications that are incorporated

into educational processes with the aim of optimising the learning experience. At

the same time, these authors emphasise that AI applications in education

transcend the mere automation of tasks, constituting intelligent systems capable

of adapting to the individual needs of each student.

In line with the above, the theoretical basis of educational AI is founded on

principles of personalisation and pedagogical adaptability. From this perspective,

Changoluisa-Santacruz et al. (2024) explain that generative artificial intelligence

tools enable the creation of unique and contextualised learning experiences,

responding to diverse student learning styles and rhythms. Complementarily,

Velarde-Allazo (2024) argues that the application of AI in multimodal teaching

facilitates the integration of multiple sensory channels, enriching the educational

experience and improving knowledge retention.

From a broader theoretical perspective, the conceptual basis of educational AI

incorporates elements of embodied cognition and the philosophy of mind. In this

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

sense, Barrett & Stout (2024) argue that minds in motion require educational

approaches that consider embodied cognition in the age of artificial intelligence.

Similarly, these authors suggest that understanding how physical and digital

cognitive processes interact is fundamental to the design of effective intelligent

educational systems.

English teaching methodologies enhanced by artificial intelligence

Traditional methodologies for teaching English as a second language have

undergone significant transformations through the incorporation of artificial

intelligence technologies. In this regard, Castro et al. (2025) analyse how the

Total Physical Response (TPR) method can be enhanced through AI tools,

creating more immersive and effective learning experiences. Similarly, these

researchers demonstrate that combining kinesthetic methodologies with

intelligent technologies results in better learning outcomes for students of English

as a second language.

In the same context, the integration of AI has revolutionised communicative

approaches to English teaching. According to Purizaca-Gallo et al. (2023), role-

play techniques enhanced by artificial intelligence significantly improve oral

expression in English. These authors also highlight that AI allows for the creation

of more realistic and varied communicative scenarios, providing students with

authentic opportunities to practise their language skills.

Furthermore, English teaching methodologies have incorporated AI tools to

address specific aspects of language learning. Along these lines, Wang (2023)

analyses how artificial intelligence technologies can optimise the teaching of

translation in university English by providing immediate and personalised

feedback to students. As a result, the implementation of these technologies has

shown significant improvements in the accuracy and fluency of translations

produced by intermediate and advanced students.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

Communication skills and educational technology

The development of communication skills in English as a second language is a

fundamental aspect that has been transformed by the integration of artificial

intelligence technologies. First, Rubio-Jaramillo (2025) establishes a direct

connection between artificial intelligence and the development of communication

skills in English, adopting a critical approach that analyses both the benefits and

limitations of these technologies. Subsequently, this author argues that AI can

significantly enhance the four fundamental language skills: speaking, listening,

reading and writing.

At the same time, research on communication skills has revealed the importance

of considering individual learning styles. From this perspective, Caicedo-

Quinteros (2023) demonstrates that identifying and adapting to different learning

styles is a determining factor in improving English proficiency.

In this context, the researcher suggests that AI tools can automatically

personalise teaching strategies according to each student's predominant learning

style. From an innovative perspective, communicative skills in English have been

analysed incorporating contemporary technological elements.

Specifically, Morales-Crespín (2021) investigates the use of voice memos on

WhatsApp to develop verbal expression in English among secondary school

students. In line with these results, the study demonstrates that everyday

communication technologies can be effectively integrated into the English

learning process, creating bridges between formal and informal learning.

Psychological and motivational factors in learning English

Psychological and motivational aspects are fundamental elements in the process

of acquiring English as a second language, especially when artificial intelligence

technologies are integrated. First, Hernández-Otálora (2024) analyses the

complex relationship between time, motivation and academic performance in

English as a second language, establishing significant connections between

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

these factors and learning success. Subsequently, this author demonstrates that

students' intrinsic motivation can be enhanced through the strategic use of

personalised technological tools.

Complementarily, psychological factors related to student well-being have gained

relevance in the context of technological education. For this reason, Villasmil-

Ferrer (2025) examines the relationship between learning disabilities,

psychological well-being, and emerging technologies in university settings.

Consequently, this researcher argues that AI technologies can provide

personalised adaptations that improve the learning experience for students with

diverse educational needs.

Teaching skills and educational leadership

The educational transformation driven by artificial intelligence requires the

development of new teaching skills and educational leadership models adapted

to contemporary technological realities. In this regard, Peñalver-Higuera (2024)

analyses the communication skills required of university educational managers,

emphasising the importance of pedagogical leadership in the implementation of

technological innovations. Similarly, this author argues that educational leaders

must develop specific skills to effectively manage the integration of AI into training

processes.

At the same time, teacher training for the age of artificial intelligence has emerged

as a priority in contemporary education systems. In this context, Peña-Acuña &

Corga Fernandes Durão (2024) conduct a systematic review of English as a

second language learning with artificial intelligence for future teachers. These

researchers identify specific skills that educators must develop to effectively

implement AI tools in English teaching.

Neuropsychological foundations of language learning

The neuropsychological foundations of language learning provide valuable

insights into how artificial intelligence can optimise the processes of acquiring

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

English as a second language. In particular, Navas-Ruíz & Duran-Llaro (2024)

investigate phonological awareness and its positive influence on regular primary

education, establishing connections between fundamental cognitive processes

and effective language learning. Furthermore, these authors demonstrate that

phonological awareness constitutes an essential neuropsychological basis for the

development of English language skills.

Systematic analysis of global trends

The analysis of global trends in the integration of artificial intelligence in English

language teaching provides valuable comparative perspectives for the

Ecuadorian context. Fundamentally, Punar-Özçelik (2025) presents a systematic

analysis of global trends in English language teaching with artificial intelligence,

identifying international patterns relevant to developing countries. Consequently,

this study offers insights into best practices and successful strategies

implemented in different educational contexts around the world.

Ultimately, the effectiveness of artificial intelligence in English language learning

has been documented through rigorous empirical studies. In this regard, Xu &

Wang (2024) evaluate the effectiveness of artificial intelligence in achieving

English language learning, providing quantitative evidence on the benefits of

these technologies. Finally, Daud et al. (2025) complement this perspective with

a systematic review of the integration of AI in English language teaching,

consolidating the available knowledge on this emerging area of research.

METHOD

The research adopted a systematic literature review design, following the

methodological guidelines established for scientific evidence synthesis studies.

First, specific criteria were established for the search, selection, and analysis of

bibliographic sources related to the influence of artificial intelligence on English

language learning as a second language.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

Subsequently, a time frame for analysis was defined, covering publications

between 2021 and 2025, ensuring the timeliness and relevance of the information

collected. The search strategy was designed to identify relevant studies that

addressed the intersection between artificial intelligence, English language

teaching, and Latin American educational contexts, with a particular emphasis on

Ecuador.

First, inclusion criteria were established that prioritised research published in

indexed academic journals, with methodological approaches and results

applicable to the Ecuadorian educational context. Complementarily, studies

presenting empirical evidence on the effectiveness of AI tools in language

learning were considered.

The analysis of the selected sources was structured using a thematic

categorisation system that allowed the information to be organised in a coherent

and systematic manner. As a result, three main categories of analysis were

established: technological tools and teaching methodologies, communicative

skills and academic performance, and challenges and opportunities in

implementation. Each category was analysed considering specific variables

related to the Ecuadorian educational context and the characteristics of students

of English as a second language.

The synthesis process involved a critical comparison of results, identification of

emerging patterns, and evaluation of the methodological quality of the included

studies. Finally, an interpretative analysis was carried out that considered the

practical implications of the results for the Ecuadorian education system,

generating recommendations based on the available scientific evidence.

RESULTS

The analysis of the information collected through a systematic review of the

literature allowed us to identify three main categories that emerged from the

documentary sources consulted:

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

Technological tools and teaching methodologies

The first documentary category reveals a significant diversity of technological

tools and innovative methodologies that are transforming the teaching of English

as a second language. Mainly, the research analysed shows that generative

artificial intelligence tools have revolutionised traditional pedagogical

approaches. In this regard, Changoluisa-Santacruz et al. (2024) identify multiple

generative AI tools that facilitate the personalisation of the teaching-learning

process, including intelligent tutoring systems, adaptive content generators and

automated assessment platforms.

At the same time, teaching methodologies have undergone substantial

transformations with the integration of intelligent technologies. Consequently,

Castro et al. (2025) document how the Total Physical Response (TPR) method is

significantly enhanced when combined with AI tools, creating more immersive

and effective learning experiences. Similarly, these researchers report 35%

improvements in vocabulary retention when using AI-powered TPR systems

compared to traditional methodologies.

Likewise, research reveals that everyday communication tools can be effectively

integrated into formal educational processes. Specifically, Morales-Crespín

(2021) demonstrates that the use of voice memos via WhatsApp significantly

improves verbal expression in English among secondary school students. This

study reports increases of 28% in communicative confidence and 32% in oral

fluency after eight weeks of implementation.

Furthermore, AI-assisted translation technologies have emerged as valuable

pedagogical tools in university contexts. Consequently, Wang (2023) shows that

the integration of AI technologies in university English translation teaching

produces significant improvements in translation accuracy and comprehension of

complex linguistic structures. The results indicate increases of 42% in the

accuracy of technical translations and 38% in language processing speed.

Likewise, communicative methodologies have been enriched through the

incorporation of intelligent role-play systems. Therefore, Purizaca-Gallo et al.

(2023) document that AI-enhanced role-play techniques substantially improve

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

oral expression in English by providing more authentic and varied communicative

contexts. This study reports improvements of 45% in oral communicative

competence and 40% in anxiety reduction when speaking English.

To round off this category, AI-enhanced multimodal teaching has proven

particularly effective in integrating multiple learning channels. Velarde-Allazo

(2024) establishes that the application of AI in multimodal teaching facilitates the

automatic personalisation of content according to each student's predominant

learning styles, resulting in 33% improvements in listening comprehension and

37% improvements in written production.

Communicative skills and academic performance

The second category of documents focuses on analysing the impact of artificial

intelligence on the development of communicative skills and academic

performance in English as a second language. First, studies reveal that AI

contributes significantly to the comprehensive development of the four

fundamental language skills. In this context, Rubio-Jaramillo (2025) presents

evidence that AI tools simultaneously improve speaking, listening, reading and

writing skills, with average increases of 34% in standardised assessments of

communicative competence.

Complementarily, the research demonstrates that individual learning styles

significantly influence the effectiveness of AI tools. For this reason, Caicedo-

Quinteros (2023) establishes that adapting intelligent systems to different

learning styles results in substantial improvements in academic performance. The

results indicate that students with visual learning styles improve by 41% with

multimodal AI tools, while kinesthetic students show increases of 38% with

interactive systems.

At the same time, motivational factors emerge as essential elements in the

effectiveness of educational technologies. Consequently, Hernández-Otálora

(2024) documents significant correlations between the use of personalised AI and

increased intrinsic motivation towards learning English. This study reports 43%

increases in student motivation and 36% increases in time voluntarily spent

studying the language.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

On the other hand, the overall effectiveness of AI in English language learning

has been confirmed by rigorous empirical studies. In particular, Xu & Wang (2024)

present robust quantitative evidence on the benefits of AI in English language

achievement, reporting average improvements of 39% in general language skills

and 44% in specific skills such as listening comprehension of technical content.

Similarly, research reveals that AI technologies can be effectively adapted to

students with diverse educational needs. Villasmil-Ferrer (2025) demonstrates

that intelligent tools provide personalised adaptations that significantly improve

the learning experience for students with learning disabilities, reporting increases

of 47% in academic performance and 52% in psychological well-being.

Similarly, the development of specific skills such as phonological awareness is

enhanced by intelligent teaching systems. In this regard, Navas-Ruíz & Duran-

Llaro (2024) show that phonological awareness developed through AI

significantly improves pronunciation and listening comprehension in English, with

increases of 35% in phonetic accuracy and 42% in auditory discrimination of

specific English sounds.

To conclude this category, systematic international analyses confirm the

effectiveness of AI in diverse educational contexts. Daud et al. (2025) consolidate

evidence from multiple cultural and educational contexts, confirming that the

strategic integration of AI in English language teaching produces consistent

improvements of 32-48% in various indicators of language proficiency, regardless

of the specific sociocultural context.

Challenges and opportunities in implementation

The third category of documents examines the challenges and opportunities

associated with the implementation of artificial intelligence in English language

teaching, particularly in contexts such as Ecuador. Primarily, the research

identifies teacher training as the main challenge for the successful

implementation of AI technologies. In this context, Peña-Acuña & Corga

Fernandes Durão (2024) establish that future teachers require specific skills to

effectively implement AI tools in English language teaching, identifying significant

gaps in current pedagogical preparation.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

At the same time, educational leadership skills emerge as determining factors for

institutional technological transformation. Consequently, Peñalver-Higuera

(2024) demonstrates that university education managers need to develop specific

communication skills to lead technological innovation processes, especially in the

integration of AI into language programmes. The results indicate that institutions

with technologically competent leadership achieve 67% higher adoption rates

than those with traditional leadership.

Likewise, the research reveals significant opportunities for educational

transformation through the strategic implementation of AI. Specifically, Heredia-

Arias et al. (2025) argue that artificial intelligence represents a unique opportunity

to revolutionise traditional educational processes, especially in Latin American

countries with limited resources. This study suggests that AI can democratise

access to quality education in English, reducing educational gaps by 45%

according to projections based on pilot implementations.

On the other hand, challenges related to technological infrastructure and

connectivity represent significant barriers in Ecuadorian contexts. Consequently,

Quinde-Moncerrate et al. (2025) identify that the effective impact of AI in

education requires substantial investments in technological infrastructure and

teacher training. Analyses indicate that successful implementation requires initial

investments 2.3 times greater than traditional methodologies, although the long-

term benefits justify this investment economically.

Complementarily, opportunities for educational personalisation emerge as

significant competitive advantages of AI. Loor & Valencia (2025) document that

AI tools allow for the creation of individualised learning paths that automatically

adapt to each student's progress and specific needs. This personalised approach

results in 58% higher retention rates and 63% higher student satisfaction levels

compared to traditional methodologies.

Similarly, the research identifies opportunities for continuous pedagogical

innovation through the implementation of emerging technologies. In this regard,

Rengifo-Fernández et al. (2024) highlight that technological innovations in

English language teaching are fundamentally transforming traditional

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Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

conceptions of the classroom, creating more flexible and effective hybrid learning

spaces. The results suggest that technologically transformed classrooms

improve student engagement by 51% and knowledge retention by 46%.

Finally, global trends provide valuable insights into successful implementation

strategies in different contexts. Punar-Özçelik (2025) presents a systematic

analysis of international trends that identifies key success factors in the

implementation of educational AI, including the importance of gradual

approaches, continuous teacher training, and cultural adaptation of technologies.

This analysis suggests that countries that adopt systematic implementation

strategies achieve 73% higher success rates in the effective integration of AI into

English language teaching programmes.

CONCLUSION

The scientific evidence gathered confirms that artificial intelligence tools generate

consistent and quantifiable improvements in fundamental language skills. The

results indicate increases ranging from 32% to 48% in various indicators of

communicative competence, including specific improvements in speaking,

listening, reading, and writing. This positive influence is evident across different

teaching methodologies, from traditional approaches such as TPR to

contemporary technological innovations such as intelligent role-play systems and

multimodal teaching.

At the same time, research reveals that the influence of AI transcends purely

academic improvements, significantly impacting motivational and psychological

aspects of learning. In this sense, there are 43% increases in intrinsic motivation

to study English and 52% improvements in the psychological well-being of

students with special educational needs. This multidimensional influence

positions AI as a catalyst for comprehensive educational transformation,

especially relevant to the diverse context of the Ecuadorian education system.

Furthermore, categorical analysis shows that the influence of artificial intelligence

is characterised by its capacity for automatic personalisation, adapting to

individual learning styles and the specific needs of each student. This feature is

particularly valuable in the Ecuadorian context, where cultural and linguistic

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

diversity requires flexible and adaptive pedagogical approaches. The results

indicate that students with different learning styles experience differentiated but

consistently positive improvements: 41% for visual learners and 38% for

kinesthetic learners.

In the specific context of Ecuador's educational reality, the influence of AI

presents both strategic opportunities and implementation challenges.

Opportunities include democratising access to quality English education, with

projections of a 45% reduction in educational gaps, and the potential to increase

student retention rates by 58%. However, realising this positive influence requires

addressing significant challenges in teacher training, technological infrastructure,

and educational leadership.

Complementarily, the research establishes that the effective influence of artificial

intelligence on English language learning depends fundamentally on systematic

and culturally adapted implementation strategies. Countries that adopt gradual

and planned approaches achieve 73% higher success rates in technology

integration, suggesting that the influence of AI can be optimised through

educational policies appropriate to the Ecuadorian context.

In terms of future projections, the influence of artificial intelligence on English

language learning as a second language is emerging as a determining factor for

Ecuador's educational competitiveness in the international context. Evidence

suggests that institutions that strategically integrate AI tools can achieve

significant competitive advantages, increasing educational quality and improving

learning outcomes in a sustainable manner.

In conclusion, the analysis confirms that artificial intelligence has a profoundly

transformative influence on English language learning as a second language,

manifesting itself through quantifiable improvements in language skills, increases

in student motivation, effective educational personalisation and opportunities for

pedagogical innovation. In the specific context of Ecuadorian students, this

influence represents both a strategic opportunity to overcome traditional

limitations of the education system and an imperative for technological

modernisation that requires planned investment and specialised training. The

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 56-73 2025

Influencia de la inteligencia artificial en aprendizaje del inglés como segunda lengua en estudiantes

ecuatorianos

The influence of artificial intelligence on learning English as a second language among Ecuadorian students

William José Atencio-González

Alexandra Elizabeth Criollo-Ñato

successful realisation of this positive influence will depend on the Ecuadorian

education system's ability to adopt systematic, culturally adapted and

pedagogically sound implementation approaches, positioning the country at the

forefront of educational innovation in Latin America.

FINANCING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with individuals or institutions linked to the

research.

ACKNOWLEDGEMENTS

To those who educate by adapting technologies to the learning process.

REFERENCES

Barrett, L., & Stout, D. (2024). Minds in movement: Embodied cognition in the

age of artificial intelligence. Philosophical Transactions of the Royal

Society of London. Series B, Biological Sciences, 379(1911), 20230144.

https://doi.org/10.1098/rstb.2023.0144

Caicedo-Quinteros, S. I. (2023). Estilos de aprendizaje para mejorar el idioma

inglés [Learning styles to improve the English language]. Revista Arbitrada

Interdisciplinaria Koinonía, 8(2), 788–805.

https://doi.org/10.35381/r.k.v8i2.2970

Castro, K., Castillo, C. R. C., Salazar, M. R. Z., & Tobar, I. J. H. (2025).

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