"The Impact of AI-Assisted Personalized Learning on Language Acquisition in Young Learners: A Quasi-Experimental Study in Iran"

This study investigates the impact of AI-assisted personalized learning on English language acquisition among young learners in Iran. Utilizing a quasi-experimental pretest-posttest control group design, ۳۰ beginner-level EFL learners (aged ۱۰ ± ۰.۵) were randomly assigned to either an experimental group using an AI-powered language learning application or a control group receiving traditional textbook-based instruction. After four weeks of intervention, results revealed a statistically significant improvement in the posttest scores of the experimental group compared to the control group, as determined by ANCOVA (F = ۲۴.۷۳۰, p < .۰۰۱), with pretest scores controlled. The findings support the effectiveness of AI tools in enhancing vocabulary, grammar, listening, and reading skills through individualized learning experiences. This study contributes empirical evidence to the growing body of literature on educational AI, highlighting its potential to complement traditional teaching and improve learner outcomes in EFL contexts. Implications for language instruction and future research directions are discussed.

کلیدواژه ها:

Artificial Intelligence ، Personalized Learning ، Student Performance ، Language Learning ، Educational Technology