Ethical and Privacy Considerations in AI-Driven Language Learning

• Selvam, Muthu ^[1] ; González Vallejo, Rubén ^[2]
  1. [1] University of North Carolina at Charlotte

     University of North Carolina at Charlotte

     Estados Unidos

     
  2. [2] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: LatIA, ISSN-e 3046-403X, Nº. 3, 2025 (Ejemplar dedicado a: LatIA)
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • Artificial intelligence (AI) has revolutionized language learning by enabling personalized and adaptive education; however, these advancements also raise ethical and privacy concerns, including algorithmic bias, data security risks, and a lack of transparency in AI-driven decision-making. This study examines these challenges, focusing on fairness, linguistic diversity, and the balance between automated and human instruction, with the goal of proposing ethical guidelines for the responsible adoption of AI in language education. Through a literature review and comparative analysis, ethical and privacy risks in AI-powered language learning tools were explored, assessing bias detection algorithms, transparency frameworks, and privacy-preserving techniques to identify best practices. The findings indicate that AI-driven language tools tend to exhibit biases that disadvantage underrepresented linguistic groups, raising concerns about fairness while also exposing privacy risks due to inadequate security measures. Implementing ethical AI frameworks that incorporate fairness-aware algorithms, explainable AI models, and robust data protection mechanisms enhances user trust and security. Therefore, addressing these issues is essential for ensuring the ethical integration of AI in language education, where a hybrid approach combining AI with human instruction emerges as the most responsible solution. Lastly, future research should focus on regulatory compliance and adaptive learning models to strengthen AI ethics in education.