The Implementation of Ai-Based English Learning in Early Childhood Education

Abstract

The swift growth of digital technology has heightened the urgency of learning English from an early age, especially with the emergence of Artificial Intelligence (AI) technology, which offers a highly adaptive, interactive, and customized learning experience for children. This study aims to explore the implementation of AI-based English lessons in early childhood education and understand the experiences of teachers and children in the process of integrating it into the classroom. This approach uses a qualitative method with a phenomenological design, which focuses on the direct experiences of the participants. Data was obtained through participant observation, in-depth interviews, and documentation. The findings revealed four main themes: (1) Forms of AI-Based Implementation, including the use ofAI applications such as AI storytelling, pronunciation applications, andlearning flows consisting of introduction, interaction, and feedback stages; (2) Children's Engagement and Learning Responses, which included enthusiasm, curiosity, active participation, and improvement in vocabulary and pronunciation skills; (3) Teachers' Pedagogical Adaptation, namely the evolving role of teachers as facilitators and designers of AI-based play activities; and (4) Technical constraints, variations in teachers' digital competencies, and concerns regarding screen time. These findings confirm that AI can be meaningfully integrated into early childhood English language learning when combined with a play-based approach appropriate to the child's developmental stage and supported by adequate teacher competency. This study has pedagogical and practical implications, including the need for ongoing teacher training, the development of school policies regarding the safe use of technology for children, and the strategic integration of AI and play-based learning.