Artificial Intelligence Applications for Enhancing Intercultural Communicative Competence in ESP

Abstract

In the last decade, more applications beneficial to both learners and teachers have emerged, and AI, for instance, has influenced the ELT field dramatically. The integration of AI tools has started to be widely used in language teaching, which has raised much interest among many researchers who are trying to explain the pedagogical implications of such integration in language classrooms. ESP as a branch of ELT is not an exception to this trend. The current research work centres on the problem of restructuring the ESP learning process in terms of ICC around new AI tools, which assist in achieving greater inclusion, diversity and accessibility.  To do so, a descriptive and analytical approach has been adopted, one that integrates a systematic review of contemporary empirical and design-based studies concentrating on AI interventions encountered in the ESP context with the thematic analysis of pedagogical designs and the outcomes documented in the studies. From the analysis, it is evident that chatbots, adaptive platforms, and other AI tools are being utilised to improve learner engagement, offer personalised adaptive feedback to support learners at different levels, and address inclusion and accessibility gaps. However, there are challenges including insufficient AI competency among educators, ethical and data privacy issues, cultural bias of AI, and the possibility of being overly dependent on AI and other tools as part of the pedagogy, which may result in a fragmented approach to instruction.