Artificial intelligence in foreign language learning: cognitive, metacognitive and intercomprehension perspectives
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Abstract
This article examines the impact of artificial intelligence (AI) on the cognitive and metacognitive processes involved in the learning of Romance languages within intercomprehension-based pedagogies. Drawing on recent research, it argues that AI-supported environments, when designed ethically and implemented critically, enhance key cognitive functions such as attention, memory, reasoning and metacognitive regulation. Through adaptive feedback and personalized learning pathways, AI fosters self-regulated learning, motivation and reflective practice. The study highlights the role of hybrid cognitive models that integrate human mediation with intelligent digital tools, promoting higher-order processes including inference, problem-solving and strategic planning. Methodological considerations emphasize mixed-method and longitudinal approaches, combining cognitive, behavioral and qualitative data to evaluate the effectiveness of AI-enhanced learning. Ethical and intercultural dimensions are foregrounded, underscoring the importance of equitable access, data confidentiality and critical digital literacy. The findings suggest that AI, far from replacing human pedagogy, acts as a strategic cognitive partner that transforms how learners construct linguistic knowledge and regulate learning processes. The article concludes that sustainable integration of AI requires ongoing teacher training, interdepartmental collaboration and reflective practices that balance automation with human guidance.
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