SECOND LANGUAGE ACQUISITION IN THE AGE OF ARTIFICIAL INTELLIGENCE : A MULTI-PERSPECTIVE STUDY OF PERCEPTIONS

The acquisition of English as a second language (L2) is increasingly shaped by rapidly changing educational, social, technological, and digital environments, particularly in the age of Artificial Intelligence (AI). This study investigates the acquisition of English as a second language from the perspectives of students, teachers, and parents, with particular attention to the dynamic interaction of individual, familial, classroom, and technological factors. Guided by Complex Dynamic Systems Theory (CDST), the study conceptualizes English language acquisition as a dynamic and interconnected process that develops through the continuous interaction of multiple contextual and individual variables. A case-study research design was employed, and purposive sampling was used to select participants from Punjab, Pakistan. The study comparatively examines patterns of convergence and divergence across these three stakeholder perspectives to develop a multidimensional understanding of English L2 acquisition in the contemporary AI-mediated learning environment. Its practical implications extend to students, parents, teachers, educational institutions, policymakers, curriculum developers, and teacher-education programmes by informing the development of more responsive and technology-integrated approaches to English language learning. Furthermore, the findings may provide insights for AI and NLP developers, digital learning designers, social-media platforms, and digital content creators to develop linguistically accessible, learner-centred, and context-sensitive English-learning resources. Overall, the study seeks to contribute to a more comprehensive understanding of how multiple stakeholders perceive and experience English L2 acquisition in an increasingly AI-driven educational landscape.