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This study investigates the possibility of enhancing English language teaching through the integration of human expertise, artificial intelligence literacy, and computer-augmented intelligence. Specifically in narrative, imaginative writing, and comprehension, this study fills a gap in knowledge about how generative AI can enhance cognitive and language skills. Most existing research focuses on technical applications like automated scoring and grammar checking, leaving broader pedagogical implications understudied. To address this, this study presents the CALLedA teaching model paradigm, which stands for Computer-Assisted Language Learning and Augmented and is a framework that uses computational creativity to teach English. The study explores the use of AI-powered tools, personalized learning pathways, and teacher-AI collaborations to enhance language competence and engagement. This study uses a quantitative methodology to draw conclusions with a population of 275 first-semester students in the academic year 2024 and a sample of 41 selected using a purposive sampling technique. Although ethical issues such as algorithmic bias and cultural relevance are raised, the results suggest that AI can successfully enhance language learning in terms of creativity, comprehension, and critical thinking. The study’s findings add to the growing literature on artificial intelligence (AI) in classrooms by recommending a middle-ground strategy that combines human-centered AI practices with educational goals. The results could lead to greater use of metaverse technologies in the classroom, more funding for universal access infrastructure, and a greater emphasis on ethical frameworks in AI development from tech companies. Researchers should consider ways to keep humans engaged in technology-assisted learning and see the long-term impact of AI-driven education. The study highlights the importance of ethical and culturally sensitive approaches to English language teaching while also highlighting the revolutionary potential of generative AI.

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Navigating the Impact of Augmentation Computing Intelligence, AI Literacy, and Human Integration in English Language Education 7.0 by Using Computer-Assisted Language Learning and Augmented (CALLedA) Model

  • 会议论文

  • 发表日期：

    2026年

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  • Muthmainnah Muthmainnah,
  • Luis Cardoso,
  • Ali Said Al Matari,
  • Ahmad Al Yakin,
  • Dede Endang Mascita,
  • Komarudin,
  • Jimat Susilo

摘要

This study investigates the possibility of enhancing English language teaching through the integration of human expertise, artificial intelligence literacy, and computer-augmented intelligence. Specifically in narrative, imaginative writing, and comprehension, this study fills a gap in knowledge about how generative AI can enhance cognitive and language skills. Most existing research focuses on technical applications like automated scoring and grammar checking, leaving broader pedagogical implications understudied. To address this, this study presents the CALLedA teaching model paradigm, which stands for Computer-Assisted Language Learning and Augmented and is a framework that uses computational creativity to teach English. The study explores the use of AI-powered tools, personalized learning pathways, and teacher-AI collaborations to enhance language competence and engagement. This study uses a quantitative methodology to draw conclusions with a population of 275 first-semester students in the academic year 2024 and a sample of 41 selected using a purposive sampling technique. Although ethical issues such as algorithmic bias and cultural relevance are raised, the results suggest that AI can successfully enhance language learning in terms of creativity, comprehension, and critical thinking. The study’s findings add to the growing literature on artificial intelligence (AI) in classrooms by recommending a middle-ground strategy that combines human-centered AI practices with educational goals. The results could lead to greater use of metaverse technologies in the classroom, more funding for universal access infrastructure, and a greater emphasis on ethical frameworks in AI development from tech companies. Researchers should consider ways to keep humans engaged in technology-assisted learning and see the long-term impact of AI-driven education. The study highlights the importance of ethical and culturally sensitive approaches to English language teaching while also highlighting the revolutionary potential of generative AI.