Analyzing the Challenges of Language Learning for Generation Alpha in the Age of Artificial Intelligence and Digital Tools

Baharrostami, Raziyeh; Arefi, Mahboobe; Jafari, Esmaeil

doi:10.48308/mpes.2025.238495.1550

Analyzing the Challenges of Language Learning for Generation Alpha in the Age of Artificial Intelligence and Digital Tools

Document Type : Scientific - Research

Authors

¹ Ph.D. Candidate in Curriculum Studies, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran

² Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran

³ Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran

10.48308/mpes.2025.238495.1550

Abstract

Objectives: With the emergence of a new generation of learners known as Generation Alpha and the spread of digital technologies and artificial intelligence that have become an integral part of everyday life, the importance of language learning as a key to communication and social interactions is becoming more and more apparent. Therefore, the main objective of this study is to identify the language learning challenges of Generation Alpha in the era of artificial intelligence and digital tools. Generation Alpha has been raised in an environment where digital technologies and artificial intelligence have become an integral part of everyday life. While these developments have provided countless opportunities to facilitate language learning, they also bring with them emerging challenges that require careful analysis.
Materials and Methods: This study used a qualitative approach and thematic analysis (TA) method, which is a method for identifying, analyzing, and reporting patterns in qualitative data. The research data were collected through a qualitative field study and analyzed using the inductive approach and Brown and Clark's six-step thematic process. This process led to the identification and analysis of the language learning challenges of the Alpha generation from the teachers' perspective and enabled the review of complex data and the extraction of meaningful themes. The data collection tool was an in-depth semi-structured interview, and the participants were selected in a purposeful manner from among the teachers who were members of the educational groups of Semnan province in 2024. Information saturation was achieved by interviewing 9 teachers. MAXQDA10 software was used to analyze the data, categorization, and coding.
Discussion and Conclusions: Considering the main research question of identifying the language learning challenges of the Alpha generation in the era of artificial intelligence and digital tools, a total of 47 basic themes, 13 organizing themes, and 5 overarching themes were identified. According to the results of the thematic network mapping, the challenges of language learning for Generation Alpha can be discussed in five areas: technology, sociocultural, psychological, motivational, security and privacy, and the educational system. However, one thing that can be seen in common in all these challenges is the widespread impact of technology on language learning for Generation Alpha. So that it can be said that the future of language learning in this generation will directly depend on a balance between technology and human needs, and the educational system must seek solutions that coordinate new technologies with the linguistic and cultural needs of this generation. Undoubtedly, with the rapid advancement of technology, language learning will move towards greater personalization and interactions based on artificial intelligence. Tools such as smart robots, augmented reality programs, and interactive educational systems will have a great impact on this process. It is predicted that language teaching will move away from traditional spaces and language learning will become multimedia and personalized with a social and constructivist approach in informal settings. Therefore, the need to promote media literacy and digital literacy in teachers and students seems essential. Also, with the increasing importance of global languages, there will be more focus on languages such as English, while local and national languages may need more specific cultural support. Also, rapid technological advances have led language learning to change priorities in the four language skills (listening, speaking, reading, and writing). With the spread of interactive technologies and multimedia tools, listening and speaking skills have received more attention than before, while high levels of reading and writing skills continue to be important, but they require more innovative methods to align with the learning styles of the Alpha generation. These changes in priorities require revised educational methods and effective tools to strengthen all these skills. The future we face requires policies that keep pace with technological advances while preserving linguistic and cultural identities.

Keywords

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