Foreign Language Proficiency Among EFL Students in Higher Education and Usage of Artificial Intelligence

Authors

  • Nubar Tamiraz Safarli

    Department of Pedagogy and Psychology, Nakhchivan State University, Nakhchivan AZ7012, Azerbaijan

  • Irada Malik Jafarova

    Department of European Languages, Nakhchivan State University, Nakhchivan AZ7012, Azerbaijan

  • Leyla Nazir Nazirzada

    Department of Career Planning and Development, Azerbaijan State University of Economics (UNEC), Baku AZ100, Azerbaijan

  • Leyla Jumayeva

    Department of Foreign Languages, Azerbaijan University of Architecture and Construction, Baku AZ1073, Azerbaijan

  • B. Deepa

    Department of Humanities and Sciences, Gokaraju Lailavathi Engineering College, Hyderabad 500118, India

  • Dina Antar

    Department of Humanities and Social Sciences, School of Arts and Sciences, American University of Ras Al Khaimah, Ras al Khaimah P.O. Box 10021, United Arab Emirates

  • Nazmiyya Shahin Mehdizade

    Department of Foreign Languages, Azerbaijan University, Baku AZ1102, Azerbaijan

DOI:

https://doi.org/10.30564/fls.v7i8.11067
Received: 14 July 2025 | Revised: 25 July 2025 | Accepted: 29 July 2025 | Published Online: 7 August 2025

Abstract

In recent years, the use of Artificial Intelligence (AI) in education has had a significant impact on foreign language learning, particularly for English as a Foreign Language (EFL) students in higher education. This paper examines how AI technologies are transforming language proficiency development in Azerbaijani and Indian universities. Utilizing a mixed-methods approach, the study analyses a simulated dataset that includes surveys and interviews with undergraduate and postgraduate EFL learners and educators from selected Azerbaijani and Indian institutions. The findings indicate that AI-driven tools, such as language learning applications, intelligent tutoring systems, speech recognition software,and chatbots, positively influence learner autonomy, vocabulary development, and pronunciation skills. However, the research also highlights challenges such as issues with technology access, disparities in digital literacy, and resistance to new teaching methods. The study is grounded in Vygotsky's Sociocultural Theory and Technological Pedagogical Content Knowledge (TPACK). Results suggest that AI not only improves language skills but also facilitates personalized and adaptive learning experiences, positioning it as a valuable resource in EFL education. The paper concludes with recommendations for AI-integrated strategies aimed at language curriculum developers, educators, and policymakers to enhance proficiency outcomes. This research contributes to the growing conversation about AI in language education and emphasizes the need for ethical and context-aware implementation within India's diverse educational landscape.

Keywords:

Language Proficiency; Artificial Intelligence; Foreign Language; HEI; Social Action; Digital Pedagogy; Sociocultural interaction; Sustainable Development Goals

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How to Cite

Safarli, N. T., Jafarova , I. M., Nazirzada, L. N., Jumayeva, L., Deepa, B., Antar, D., & Mehdizade, N. S. (2025). Foreign Language Proficiency Among EFL Students in Higher Education and Usage of Artificial Intelligence. Forum for Linguistic Studies, 7(8), 646–665. https://doi.org/10.30564/fls.v7i8.11067