The Temporal Ethics of AI in Language Education: A Longitudinal Study of Generative AI's Impact on Sustainable Language Proficiency Development

This paper introduces a theoretical framework and methodological approach for examining how generative artificial intelligence (AI) affects sustainable language learning over time. While AI-powered language tools are becoming increasingly common, we still know little about their long-term impact on learner autonomy, metalinguistic awareness, and the ability to maintain language proficiency. To address this gap, the research outlines a 20-year longitudinal study that follows language learners from their first experiences with AI-assisted instruction through various stages of their personal and professional development. Using a mixed-methods approach, the study combines quantitative data on language proficiency with qualitative insights into learners’ evolving language identities. The framework draws on sociolinguistic theory, digital ethics, and second language acquisition research to explore the ethical and educational implications of using AI in language learning over time. Key concerns include data privacy, potential declines in metacognitive engagement, and the cultural consequences of relying on algorithm-driven tools. By tracking long-term outcomes, the study aims to uncover how the early benefits of AI-supported language learning may shift or even reverse as learners move through different life stages, offering a critical perspective on the future of technology in language education.