Comparing the efficiency of human-human and human-AI interaction for raising ELF-awareness in young learners' telecollaboration

This study compares the effectiveness of human-human and human-AI interactions in raising English as a Lingua Franca (ELF) awareness among young learners involved in intercultural telecollaboration. With AI's growing role in education, particularly in language learning, this research investigates how AI tools can complement traditional human interactions in promoting ELF awareness and intercultural communication skills. Two groups of students participated: one engaged in telecollaboration with human partners, and the other with AI-powered virtual companions. The aim was to assess how these interaction modalities influence students’ understanding of ELF and their intercultural communicative competence (ICC). Using a mixed-methods approach, the study combines quantitative data (surveys) and qualitative data (interviews and interaction analysis). Findings show that while both human-human and human-AI interactions positively impact ELF awareness, human-human interactions provide more nuanced, context-sensitive learning experiences that foster deeper cultural insights and emotional engagement. In contrast, human-AI interactions offer consistent, personalized feedback, enabling greater practice opportunities and immediate language support. This comparative analysis emphasizes AI's potential in supporting language learning and ELF awareness but highlights the importance of human interaction in developing intercultural competence and emotional connections. The study concludes with recommendations for integrating both human-human and human-AI interactions in ELF-focused language education and teacher training, advocating for a blended approach that combines the strengths of both modalities to develop young learners’ global communication skills and intercultural awareness.