Empowering Inclusive English Language Learning Through Artificial Intelligence: Opportunities and Challenges for Students with Specific Learning Difficulties
Session
Education and Development
Description
Artificial Intelligence (AI) integration into English language education transforms classroom instruction methods specifically for students who have Specific Learning Difficulties (SLDs), including dyslexia, ADHD and language processing disorders. The research uses a mixed-methods approach, which includes both systematic literature review findings and qualitative data obtained from classroom observations, together with teacher interviews in inclusive English language settings. The research investigates how artificial intelligence tools, such as intelligent tutoring systems and speech-to-text technologies, and adaptive language learning platforms, are used to create personalized instruction and support cognitive and linguistic development. AI tools deliver customized adaptations that help students with dyslexia decode phonologically and receive speech feedback immediately and provide writing structure for students who struggle with attention. The paper demonstrates AI's strong potential to improve student engagement and autonomy and academic confidence, but it also addresses important concerns about algorithmic bias and data ethics and teacher readiness, and digital accessibility. The research combines current empirical evidence with practical applications in multilingual classrooms to present a complete evaluation of AI implementation for promoting fair and adaptable and inclusive English language instruction for students with SLDs.
Keywords:
Artificial Intelligence, English language learning, Specific Learning Difficulties (SLDs), adaptive learning, inclusive education, ethical AI, digital equity
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-41-2
Location
UBT Lipjan, Kosovo
Start Date
25-10-2025 9:00 AM
End Date
26-10-2025 6:00 PM
DOI
10.33107/ubt-ic.2025.143
Recommended Citation
Lama, Alma; Pllana, Duli; and Sain, Zohaib Hassan, "Empowering Inclusive English Language Learning Through Artificial Intelligence: Opportunities and Challenges for Students with Specific Learning Difficulties" (2025). UBT International Conference. 9.
https://knowledgecenter.ubt-uni.net/conference/2025UBTIC/ED/9
Empowering Inclusive English Language Learning Through Artificial Intelligence: Opportunities and Challenges for Students with Specific Learning Difficulties
UBT Lipjan, Kosovo
Artificial Intelligence (AI) integration into English language education transforms classroom instruction methods specifically for students who have Specific Learning Difficulties (SLDs), including dyslexia, ADHD and language processing disorders. The research uses a mixed-methods approach, which includes both systematic literature review findings and qualitative data obtained from classroom observations, together with teacher interviews in inclusive English language settings. The research investigates how artificial intelligence tools, such as intelligent tutoring systems and speech-to-text technologies, and adaptive language learning platforms, are used to create personalized instruction and support cognitive and linguistic development. AI tools deliver customized adaptations that help students with dyslexia decode phonologically and receive speech feedback immediately and provide writing structure for students who struggle with attention. The paper demonstrates AI's strong potential to improve student engagement and autonomy and academic confidence, but it also addresses important concerns about algorithmic bias and data ethics and teacher readiness, and digital accessibility. The research combines current empirical evidence with practical applications in multilingual classrooms to present a complete evaluation of AI implementation for promoting fair and adaptable and inclusive English language instruction for students with SLDs.