Investigating the correlation between artificial intelligence tool usage and cognitive load in language learning

Abstract

This study investigates the connection between Saudi students' cognitive load and their use of artificial intelligence (AI) tools when learning a language. By analyzing differences in cognitive load among learners with varying proficiency levels, it examines the effects of AI tools on language acquisition. Data were gathered from 150 foreign (FL) users who used AI tools over four months using a quantitative research methodology. Increased cognitive load is beneficial for beginning learners, as it enhances engagement and improves learning outcomes. Conversely, advanced learners showed only slight progress, while intermediate learners experienced setbacks due to cognitive overload. The findings imply that, to optimize their efficacy, AI applications should be developed considering the proficiency levels of individual learners. Furthermore, how well AI tools meet the contextual and cultural needs of Saudi students is a key factor in their success within Saudi educational settings. By showcasing the advantages and disadvantages of AI technologies in various learning contexts, this study contributes to the expanding body of research on AI in language instruction. The results demonstrate current limitations of AI tools while emphasizing the need to modify these systems to accommodate students with different skill levels.