https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
621
AI AS A TOOL FOR SHAPING A STUDENT'S LINGUISTIC PERSONALITY:
OPPORTUNITIES AND LIMITATIONS.
Shakhrizoda Keldiyarova
Kimyo international University in Tashkent
Abstract:
The article highlights the positive and negative sides of the introduction of AI in the
formation of a student's linguistic personality. The modern problems posed by the research
emphasize the strengths of AI-tools such as adaptability, accessibility, imitation of speech
interaction, as well as the development of a number of cognitive and pragmatic skills. Along
with this, there are negative risks associated with superficial language acquisition, sociocultural
imbalance, long-term addiction, and lack of emotional contextuality. The author provides a
justification for the pedagogical adequate approach to the use of AI tools in language education
with the advanced task of serving as auxiliary rather than substitute.
Keywords:
AI, linguistic personality, AI in education, intercultural communication, linguistic
autonomy, ChatGPT, cognitive development, language practice.
In the context of the rapid progress of digital technologies and, as a result, the active introduction
of intelligent systems based on machine learning, traditional approaches to teaching foreign
languages are undergoing significant changes. Previously, only teachers, textbooks, and live
practice served as means of language experience. Nowadays, students are increasingly using
programs that can simulate speech situations, provide instant feedback, and maintain coherent
communication. ChatGPT, Duolingo, Google Gemini and a number of others are gradually
transforming from auxiliary tools into active participants in the educational process. There is a
need to investigate their impact not only on the level of language competence, but also on more
complex psycholinguistic phenomena, in particular on the development of a student's linguistic
identity. This goes beyond simple communication. This refers to the development of a subject
who is able not only to use language, but also to interpret, re-conceptualize and culturally adapt it
within a variety of sociolinguistic contexts. Therefore, this poses a challenge for modern
pedagogy: is it possible for artificial intelligence to participate in such a complex process of
language identity formation, and if so, to what extent, with what capabilities, and what
limitations?
The concept of linguistic personality is a key one in the fields of linguistics, intercultural
communication and modern approaches to teaching foreign languages. As defined by Y. N.
Karaulov (1987), a linguistic personality is a multi—layered system with three main components:
verbal-semantic (language skills), cognitive (a system of knowledge about the world) and
motivational-pragmatic (values, goals, attitudes). According to his interpretation, a linguistic
personality is a carrier of individual linguistic consciousness, which can participate in speech
acts in a wide socio-cultural context. V. V. Krasnykh (2001) emphasizes that the development of
a linguistic personality is possible only in a dialogue of cultures and through lively interpersonal
communication, and not through the mechanical assimilation of linguistic norms.
In the West, there is more talk about the dynamic, socially constructed nature of linguistic
identity than about fixed approaches. Claire Kramsch (1998) identifies linguistic personality as
an initial product that arises from the interaction of language, culture, and individual experience.
She notes that language learning is not a simple skill, but a process of "re—creating" a
https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
622
personality in a different linguistic and cultural world. Rod Ellis (2003) also emphasizes that the
formation of a linguistic personality has little to do with mastering the structure of language and
is more related to the assimilation of norms and communication strategies that allow the student
to fully participate in intercultural relations.
In recent years, the focus of research has shifted to digital and technological aspects of language
personality formation. In her work on mobile-assisted language learning, Kukulska-Hulme (2020)
focuses on the role of digital intermediaries, including AI, in expanding a student's language
experience. At the same time, as she points out, technology can influence the formation of
linguistic identity only if the relationship with technology is meaningful, reflective and personal.
Liu & Zhang (2023), in the context of learning English by Chinese students, note that
communication with AI promotes increased confidence and activity in speech, but does not
replace the social and cultural experience of communication.
Consequently, the linguistic personality is considered as a complex phenomenon assimilating
linguistic knowledge, socio-cultural attitudes, as well as personal reflections. This understanding
raises the question of the possibilities of artificial intelligence as an educational tool.: is it
capable of influencing such a multifaceted phenomenon, or is its role limited to mechanical
assistance?
Today, the available artificial intelligence-based tools provide significantly more opportunities
for creating and developing a student's linguistic personality. Generative models, such as
ChatGPT, Claude, or Gemini, can substitute for natural speech interaction, creating the
impression of a conversation with a live interlocutor. This is especially important in the initial
and middle stages of language personality formation, when constant practice, emotional support
and instant feedback are required. According to Tegos, Demetriadis & Papadopoulos (2021), AI
can serve as an educational agent capable of adapting conversation to the user's level, while
contributing to the development of cognitive and pragmatic discourse strategies.
The use of AI in learning has demonstrated positive dynamics in a number of empirical studies.
For example, students who used ChatGPT as a conversational practice training partner in the
study by Ahmad et al. (2023) demonstrated increased confidence in oral speech, expanded
thematic vocabulary, and reduced anxiety during public speaking. A similar result was observed
in the work of Wu, Yuan & Lin (2022), where students from China used AI to prepare written
assignments: according to the results of the semester, they showed a higher level of development
of coherence and argumentation compared with the control group.
Another important aspect is the formation of a motivational component. According to a study by
Kukulska-Hulme et al. (2020), students who regularly interact with AI show greater
independence in language practice, turn to additional sources more often, and feel more involved
in the process. This is because AI provides a safe and uncritical space in which learners can
experiment with language without fear of being ridiculed or misunderstood — an essential
condition for developing language initiative and autonomy.
Tools based on artificial intelligence can also be valuable in developing sociocultural
competencies. For example, applications such as Replica or Bard from Google allow you to
model dialogues, where it simulates the communicative behavior of different cultures, explains
pragmatics and interprets cultural norms. As Li & Teng (2023) point out, these features are
especially useful for students who study in a multilingual environment without opportunities for
lively intercultural interaction.
In addition, AI can contribute to the formation of a student's reflexive attitude. When properly
integrated into the learning process, it can not only suggest "how to do it right", but also explain
why a particular language construct is appropriate or inappropriate in a given context. This
brings AI closer to the function of a metacognitive tool that engages learners in conscious
language behavior, which is an important criterion for a mature language personality (Byrnes,
2010).
As a result, with the modern use of AI, it becomes possible to effectively maintain the verbal-
semantic, cognitive, and even partially socio-cultural level of the student's linguistic personality.
https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
623
However, with all the power of these tools, it is important to be aware of the risks that may arise
from their uncritical use. Let's talk about it in this section.
Despite the obvious advantages, the use of artificial intelligence in teaching a foreign language is
fraught with a number of limitations and potential risks, especially if we consider the process
through the prism of language personality formation. First of all, AI is not a subject of
communication, but an algorithm trained on huge amounts of texts, devoid of personal
experience, cultural sense and intentionality. As V. V. emphasizes. Safonova (2016), the
formation of a full—fledged linguistic personality is possible only in conditions of lively
interpersonal communication, including emotional empathy, reaction to nonverbal signals,
understanding cultural nuances - something that is still beyond the reach of even the most
advanced language models.
Moreover, AI is still poorly versed in context, especially from an intercultural perspective.
Kasneci et al. (2023) point out the possibility of generating culturally inappropriate, stylistically
inappropriate texts, despite grammatical and logical correctness. This approach poses a serious
danger when teaching pragmatic competence, one of the most important components of
linguistic personality according to the classification of Celce-Murcia et al. (1995). Students can
unwittingly borrow speech cliches without noticing their social labeling, which, in turn, leads to
the formation of a "synthetic" linguistic identity, far from sincere communicative behavior.
The risk of superficial assimilation of the material is also a significant concern. In a study by
Park, Son & Kim noted that students using AI to generate texts demonstrate a low level of
linguistic awareness – they copy sentences without analyzing their structure, and are unable to
independently use similar constructions in other contexts. This leads to passive language
consumption and a weakening of internal motivation, which contradicts the idea of the active
formation of a linguistic personality as a subject of communication.
Ethical and psychological issues deserve special attention. With excessive dependence on
modern technologies, the student runs the risk of losing a sense of responsibility for the result of
his work, which prevents the formation of an autonomous personality capable of self-expression
and critical thinking. Kukulska-Hulme (2023) emphasizes that technology should serve as an
extension of learning opportunities rather than a substitute for speech activity. Without teacher
monitoring and metacognitive control, the use of AI can lead to the formation of a receptive
rather than a productive linguistic personality.
Thus, AI is not able to completely replace the active social environment and emotional
interactions in which an adult language identity is formed, despite its great capabilities. Its role
should be considered as auxiliary, aimed at expanding the language experience, but not as a
universal means of language development.
Ultimately, artificial intelligence is a significant auxiliary tool in the formation of the learner's
linguistic personality, and especially in the initial and intermediate phases of learning a foreign
language. The advantages of AI are its ability to simulate speech interaction, adapt content to the
required level of the learner, and create a safe environment for practice. With the proper
integration of pedagogical approaches, AI can develop the verbal-semantic, cognitive and
pragmatic level of learners' linguistic personality, increasing their motivation to learn a language.
As research has shown, the potential of AI is not comprehensive. The lack of emotional
intelligence, deep understanding of the socio-cultural context and reflexive intention limits AI. In
addition, excessive dependence on algorithmic solutions can lead to a decrease in linguistic
autonomy, the formation of superficial knowledge and imitation of linguistic activity without
real mastery of the means of communication. These risks require meaningful pedagogical
support, a critical approach, and the development of ethical standards when using AI in an
educational environment.
In the future, AI will be an important component of the developing language environment, but its
effectiveness will depend on measures aimed at targeted, informed and informed integration into
the learning system. The formation of a linguistic personality is the formation of a person as a
subject of speech and cultural activity. Within this process, technologies without emotions,
https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
624
animating interpersonal interaction, are not able to bypass the imaginary boundary of live
communication, where genuine linguistic individuality manifests itself.
References
1.Ahmad, M. A., Lim, C. L., & Chan, Y. F. (2023). The Effectiveness of AI-based Chatbots in
Enhancing ESL Speaking Confidence. Journal of Language Teaching and Research, 14(2), 312–
319.
2.Byrnes, H. (2010). Reconceptualizing Language Learning: Language as Meaning-making
Resource. The Modern Language Journal, 94(2), 278–284.
3. Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative Competence: A
Pedagogically Motivated Model with Content Specifications. Issues in Applied Linguistics, 6(2),
5–35.
4.Kasneci, E., Sessler, K., Kühl, N. et al. (2023). ChatGPT for Good? On Opportunities and
Challenges of Large Language Models for Education. Learning and Individual Differences, 103,
102274.
5.Kukulska-Hulme, A. (2023). AI and Language Learning: Friend or Foe? ReCALL, 35(1), 1–12.
6.Kukulska-Hulme, A., Lee, H., & Norris, L. (2020). Mobile and Intelligent Language Learning:
How Artificial Intelligence Supports Learners. Cambridge Handbook of Technology and
Language Learning, 60–75.
7.Li, X., & Teng, F. (2023). Cultural Awareness through AI-supported Simulations: A Pathway
to Intercultural Competence. Language Learning & Technology, 27(1), 45–64.
8. Park, S. H., Son, J., & Kim, E. (2023). Overreliance on AI Tools and the Decline of Language
Awareness in EFL Students. Computers & Education, 190, 104637.
9. Safonova, V. V. (2016). Linguistic Personality as a Subject of Lingvodidactic Analysis.
Moscow University Bulletin. Series 19: Linguistics and Intercultural Communication, 2, 3–11.
10. Tegos, S., Demetriadis, S. N., & Papadopoulos, P. M. (2021). AI Dialogue Agents as
Scaffolds in Language Learning: A Systematic Review. Computer Assisted Language Learning,
34(1–2), 1–27.
11.Wu, X., Yuan, Q., & Lin, Y. (2022). The Role of AI-based Feedback in Improving EFL
Writing Skills. ELT Journal, 76(3), 320–329.
