TRANSFORMING LINGUISTICS AND LANGUAGE ARTS THROUGH ARTIFICIAL INTELLIGENCE: NEW FRONTIERS IN INSIGHT AND EDUCATION

The traditional methods of teaching linguistics and language arts are no longer sufficient to meet the evolving educational needs of the 21st century, and the integration of artificial intelligence (AI) to enhance learning and insight in these fields is lacking. This study examined the transformation of linguistics and language arts through AI: new frontiers in insight and education. The study was anchored on Lev Vygotsky’s sociocultural theory and employed an in-depth descriptive survey research design. The population comprised 5,000 language arts students and 7,000 lecturers at Rivers State University (RSU) and the University of Port Harcourt (UniPort), estimated at 5,000 and 7,000 respectively. A purposive sampling technique was to identify 12 lecturers (six from each institution) and 24 final-year undergraduates (12 from each), for a total sample size of 36, ensuring that participants have sustained engagement with AI tools. Data were collected via one-on-one, audio-recorded interviews guided by an interview protocol. Transcripts were analysed using Braun and Clarke’s (2006) six-phase thematic analysis to inductively derive themes reflecting the dynamics between AI tool use and linguistic proficiency (LP). The findings revealed that AI tools significantly enhance students’ linguistic proficiency by providing instant, personalized feedback on grammar, vocabulary, and writing structure, especially when integrated consistently in secondary and tertiary language learning environments. The study concluded that the integration of AI into language learning has significantly improved students’ vocabulary development and communication skills, affirming that AI serves as a powerful tool for enhancing linguistic competence and learner engagement in language classrooms when appropriately implemented. The study recommended that educational institutions invest in AI-based language learning tools to enhance students’ vocabulary and communication skills