Generative AI and Personalized English Language Learning: A Case Study of NUML English Language Advanced Diploma Learners
Keywords:
Potential and personalized learning, Generative AI, written feedback and higher education.Abstract
The present research seeks to explore the positive impacts of Generative AI on personalized learning particularly focusing on prompt engineering among the students of Advanced Diploma in English Language at the National University of Modern Languages, Islamabad Pakistan. Personalized learning is a practice of adapting educational experiences to students’ specific needs and preferences. This process is enhanced by AI tools, especially when they use learner-generated prompt. These tools help students learn more efficiently by providing individualized support and immediate feedback. This study employs a qualitative method. In order to collect data, ten participants of advanced diploma were requested to provide written feedback about their experiences with generative artificial intelligence. The goal of the research was to evaluate how generative AI improved writing abilities, increased learners’ interests and active engagement in work, enhanced critical thinking, and enabled more personalized learning experiences. The results indicated that students’ educational experiences were improved by generative AI interactions. This study provides valuable information about effectiveness of AI in language education and how it might shape future teaching methods particularly in Pakistani higher education context.
References
Ahmed, M. (2025). The influence of adaptive AI learning systems on cognitive load and persistence: A study from Punjab universities. RAMSS Journal, 1(2), 45–61.
Aslam, B., Nawaz, A. R., Ahmed, A. A., & Begum, G. (2025). Beyond grammar correction: Generative AI and the cultivation of higher-order thinking in EFL writing. Journal of Applied Linguistics and TESOL (JALT), 8(4), 388–404.
Bai, B., & Wang, J. (2022). AI-assisted writing tools and second language development: Opportunities and challenges. Journal of Computer Assisted Learning, 38(5), 1123–1138. https://doi.org/10.1111/jcal.12665
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, Y., Huang, R., & Kinshuk. (2021). Adaptive learning systems and personalized instruction in higher education. Educational Technology Research and Development, 69(4), 1893–1912. https://doi.org/10.1007/s11423-021-09988-4
Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching motivation (2nd ed.). Routledge.
Dos Santos, I., Lira, A., & de Oliveira, R. (2023). Enhancing chemistry learning with ChatGPT and Bing Chat as agents to think with: A comparative case study. arXiv. https://arxiv.org/abs/2305.11890
Ejaz, R. U., & Jamil, M. B. (2024). Integrating generative AI into technology-mediated task-based language teaching for enhancing English language learning in Pakistan. Pakistan Languages and Humanities Review, 8(4), 390–401.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Huang, Y. M., Yang, S. J., & Cheng, S. C. (2021). Exploring the impact of AI-assisted learning tools on student engagement. Interactive Learning Environments, 29(8), 1148–1161. https://doi.org/10.1080/10494820.2019.1664591
Kakun, A., & Tytenko, S. (2023). Generative AI and prompt engineering in education. Modern Engineering and Innovative Technologies, 1(29-01), 117–121. https://doi.org/10.30890/2567-5273.2023-29-01-052
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395
Lee, D., & Palmer, E. (2025). Prompt engineering in higher education: A systematic review to help inform curricula. International Journal of Educational Technology in Higher Education, 22(7).
Li, J., & Hegelheimer, V. (2018). Adaptive learning technologies and their impact on English language proficiency. ReCALL, 30(3), 302–322. https://doi.org/10.1017/S0958344018000105
Li, S., Zhang, Y., & Chen, X. (2023). Generative AI and language proficiency: An empirical study in EFL contexts. Language Learning & Technology, 27(1), 55–73.
Lin, Y., & Lee, J. (2024). Reflective use of generative AI in academic writing: Fostering metacognitive awareness in higher education. Computers & Education, 213, 105789. https://doi.org/10.1016/j.compedu.2024.105789
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Nye, B., Graesser, A., & Hu, X. (2019). AutoTutor and intelligent tutoring systems. In The Cambridge handbook of computing education research. Cambridge University Press.
Park, J., & Choo, S. (2024). Generative AI prompt engineering for educators: Practical strategies. Journal of Special Education Technology, 40(3). SAGE Publications. https://doi.org/10.1177/01626434241298954
Rahman, F., & Waseem, A. (2022). Digital literacy and AI integration in Pakistani universities: Barriers and pathways. Asian Education Review, 11(2), 94–107.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yang, K., Raković, M., Liang, Z., Yan, L., Zeng, Z., Fan, Y., Gašević, D., & Chen, G. (2024). Modifying AI, enhancing essays: How active engagement with generative AI boosts writing quality. arXiv. https://arxiv.org/abs/2412.07200
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-017
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ms. Atika Rub Nawaz, Dr. Hazrat Umar (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
