AI-Powered Image and Audio Generators for Very Young EFL Learners

Document Type : Original Article

Authors

1 Department of Romance and Germanic Philology, Institute of Philology and Intercultural Communication, Kazan Federal University, Kazan, Russia

2 Department of Romance and Germanic Philology, Institute of Philology and Intercultural Communication, Kazan Federal University

10.30466/ijltr.2025.55564.2821

Abstract

This paper focuses on AI-powered image and audio generators as tools for developing language skills of 4–6-year-old EFL learners. Drawing on the concept of digital screen mediation (Meskill, 2021, 2024) rooted in Vygotskian sociocultural paradigm, this mixed-method study explores young learners’ experiences interacting with AI technologies mediated by teachers in preschool settings. Pre- and post-test vocabulary assessments, teachers’ questionnaires, reflection journals and interviews, as well as video-recorded classes involving 40 children, speak in favor of tested AI-powered technologies as instructional tools that engage learners in highly motivating and empowering co-production activities. The findings suggest that teachers retain their leading role as mediators of knowledge who orchestrate conversations with, through and around AI tools, capitalize on young learners’ feeling of pleasure when interacting with technologies, and counteract the unpredictability and instability that comes with AI. The study shows real cases of successful AI-enhanced language classrooms, which might be of interest to early childhood educators and curriculum developers working in a bi- and multilingual contexts, specifically with EFL young learners.

Keywords

Iranian Journal of Language Teaching Research
Volume 13, Issue 2
July 2025
Pages 1-24

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History

  • Receive Date: 13 September 2024
  • Revise Date: 11 May 2025
  • Accept Date: 09 July 2025

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