AI-Driven Discourse: Reimagining Pragmatics and Sociolinguistics in Digital English Communication

Abstract The rapid integration of artificial intelligence (AI) into digital communication has transformed the English language’s pragmatic and sociolinguistic dimensions. This paper explores how AI-assisted tools, such as chatbots and virtual assistants, reshape discourse patterns, politeness strategies, and global English variations in online interactions. Drawing on computational linguistics and sociolinguistic frameworks, the study analyzes a corpus of AI-generated and humanAI hybrid conversations from social media platforms and educational contexts. Findings reveal that AI systems, while enhancing efficiency, often struggle to replicate nuanced pragmatic markers—such as implicature and politeness—leading to shifts in conversational norms. Additionally, the global proliferation of AI tools amplifies the dominance of standardized English, challenging regional dialects and linguistic diversity. The paper argues that these transformations necessitate a reevaluation of traditional linguistic theories to account for AI’s role as both a mediator and a creator of meaning. In the context of English Language Teaching (ELT), AI’s limitations in pragmatic competence highlight the need for hybrid pedagogies that blend technology with human interaction to foster cultural and linguistic sensitivity. Ethically, the study raises concerns about AI biases perpetuating hegemonic language practices and marginalizing non-standard English varieties. By bridging linguistics, AI, and pedagogy, this research contributes to the discourse on how digital tools redefine language use, identity, and education in an interconnected world. It aligns with the conference’s focus on the intersection of English language, AI, and cultural transformations. Keywords: Artificial intelligence (AI), Pragmatics, Sociolinguistics, English Language Teaching (ELT), Digital Communication.