Told not to use AI in language learning? Here’s why you shouldn’t (and why you should)

If you’ve been following recent conversations (or listening to your teacher) about artificial intelligence (AI) in education, you’ll know that schools and exam boards are rightly cautious. There’s a growing concern around students using AI tools to complete homework, assessments, or even classwork (yes, really.) dishonestly. But should we dismiss AI altogether when it comes to language learning? Not necessarily. Like any tool, it’s about how you use it. 

Teachers tend to take varied stances on AI use, with some preferring a complete AI embargo for their classes. While this is their prerogative wherever no wider school policy exists, I have found AI an invaluable support for learners of Modern Foreign Languages (MFL). That said, there also need to be clear boundaries: AI should not be doing certain things if you want to make real progress. 

When AI is a powerful ally

AI can be a powerful tool for good in language learning (note the word ‘tool’!). Here are some of the ways you can use it to support your learning: 

1. Generate exam-style questions 

Preparing for GCSE exams requires plenty of practice with authentic-style questions. AI can quickly generate realistic listening, reading, and writing prompts modelled on past papers. Although past papers from most exam boards are readily available online, AI can be particularly useful towards the end of your course, when you might have exhausted the online supply. It can also help if you want to focus on a specific question type.  

Be careful though: make sure your AI instructions are sufficiently specific. For example:  

I am revising for my IGCSE German exam. I want three exam-style Question 3 tasks in the Edexcel IGCSE German Paper 2 style, each with:  

• The instruction line, 

• 3 short texts (A, B, C), 

• 1 example statement, 

• 7 further statements (A–G), all starting with “Ich …”, 

• Each question worth 8 marks, 

• Topics: Urlaub, Sport, Schule. 

If you struggle to come up with the prompts, ask AI to produce one for you! A prompt like this would do the trick: 

Summarise an exam style question for me, from analysing all available Pearson Edexcel IGCSE German Paper 2 Question 3s. Use language in your summary that will help you to reproduce questions in the same style, which I can use for revision. 

2. Creating word lists and vocabulary activities 

AI can be great for creating vocabulary lists or flashcards based on the word list for your specific MFL exam, or for creating gap-fill tasks based on audio files or videos you find online. 

Again, use with caution: AI should not be trusted to correct all of your grammar correctly and, in my experience, can make mistakes when giving the gender of nouns. It is not a brain; it can only output a combination of its input. If in doubt, double check with a dictionary. 

3. Stock phrases for written work 

I love this one. One of the biggest challenges at GCSE is knowing you can turn up to your writing exam able to show off some complex grammar. AI can help you here: you can use it to produce your own sentences openers that you can use regardless of topic in oral exams and higher-mark writing tasks. Try the prompt: 

Produce for me 10 sentence starters that I can use in speaking and writing for my GCSE German to show off complex grammatical structures that I can use no matter the topic. Some should be opinion phrases. 

If you find AI’s output a bit too pedestrian, you can ask for more impressive phrases. 

AI is a tool, not a brain.

When AI is a false friend*

*Spot the language pun there? You’re welcome. (If you didn’t, look up ‘false friend’; again, you’re welcome.) 

Of course, there are limits. Here’s where using AI crosses the line and risks undermining the very skills you are trying to build:  

1. Writing homework in full 

Yeah, don’t do this. If AI writes an entire piece of GCSE writing homework for you, you are not practising using the vocabulary, grammar or phrases you have learned in class. I get it: submitting a polished AI-generated essay might feel like the quick fix for that homework you forgot about, but it won’t prepare you for the pressure of exam conditions. You cannot take AI into your exam! Also, just a heads up, but most – if not all – MFL teachers can spot an AI-generated piece of work a mile away. Don’t bother. Use your brain (and your exercise book/textbook) instead. 

2. Over-relying on translation tools 

When dealing with a challenging reading comprehension task, it is tempting to ask AI (or any online translator) to produce a full translation. Again: don’t. It prevents you from using your own reasoning and knowledge to think through possible meanings.

Remember that in many cases, meaning can be deduced from contextual clues, but you need to give yourself the time to find and analyse these. A better use would be to check a tricky phrase after attempting it yourself, rather than letting AI do the heavy lifting from the outset. I repeat: you cannot take AI into your exam! 

 Language learning is often frustrating. However, the struggle of searching for the right word, or correcting your own mistakes is essential for your long-term memory. If you lean too heavily on AI, you will lose valuable opportunities to problem-solve, which is where the real learning happens. 

Finding the balance with AI in language learning 

So, should you use AI in your MFL learning? My answer is: yes, you can, but use it wisely. AI is not a replacement for the hard work you should be putting into learning vocabulary, practising grammar, and making (and correcting!) mistakes along the way. However, if you use it strategically, AI can be a useful tool. 

The key is this: AI is here to stay, and we all need to accept that. But only let AI support your learning, not replace it; after all, it’s a tool, not a brain. Used responsibly, it can be the scaffolding you need to reach your goals—without taking away the challenge that makes progress possible.