AI AS AN ACCELERATOR OF GENDER EQUALITY IN LANGUAGE EDUCATION PRACTICE

Abstract

Artificial intelligence (AI) is increasingly transforming language education through chatbots, generative AI, machine translation, automated feedback, speech recognition, and intelligent tutoring systems. While these tools are often discussed in relation to language proficiency, learner autonomy, motivation, and personalized instruction, their role in advancing gender equality remains underexplored. This review examines how AI can act as an accelerator of gender equality in language education practice by supporting inclusive access, bias-aware feedback, learner empowerment, gender-neutral language practices, inclusive content, and critical AI literacy. It also addresses the risks of AI-powered language tools, including stereotypical gender associations in large language models, biased machine translation outputs, unequal representation in chatbot interactions, digital access gaps, and over-reliance on AI-generated content. The article proposes a gender-responsive AI language education framework built around inclusive access, bias-aware content, inclusive pedagogy, learner empowerment, critical AI literacy, and teacher mediation. It argues that AI can promote equitable language learning only when guided by responsible design, teacher judgement, learner reflection, and ethical policy support. The review highlights practical strategies such as AI-based text auditing, inclusive prompt design, translation bias activities, counter-stereotype storytelling, chatbot speaking practice, and critical reflection on AI outputs. It also highlights the importance of teacher mediation, gender mainstreaming in policy, and ethical governance in ensuring that AI contributes to equitable language education. Overall, AI should be viewed not as a neutral tool, but as a pedagogical and social force that can either reproduce or reduce gender inequality.