Artificial Intelligence (AI) has become an undeniable technological innovation in our world. The usability of AI-powered applications has gradually increased in all fields. In need of change and adaptability in life, many AI tools have been developed to accomplish certain tasks faster. AI-featured Intelligent Personal Assistant (IPA) applications like Google Assistant (GA), Alexa, Siri, Cortona, and Bixby are involved in the process of helping humankind to achieve certain actions in a faster mode. The evolvement of Industry 4.0 and Education 4.0 triggers, as well as, challenges the language curriculum to adapt AI-based applications to engage in second language learning. Among all the above-mentioned AI-featured applications, Google Assistant predominantly involves in language learning and teaching. The main objective of this paper is to review the Al-powered Google Assistant for teaching and learning languages. It specifically reviews and examines the study on the use of Google Assistant in terms of teaching and learning a language. The approach used to evaluate the articles pulled from pertinent databases is the qualitative research method, especially content analysis. The findings of the study show that there are four distinct patterns in which AI-powered Google Assistant is used to teach and learn languages. The endorsement of AI-powered Google Assistant and pedagogy based on it proves that it is very helpful for second language acquisition.

The New-fangled strategy called Artificial Intelligence (AI) Assisted Language Learning (AI-ALL) incorporates Google Assistant (GA) to support the learning activities of learners. At present, it is considered Google Assistant Assisted Language Learning (GAALL). For many years, academicians have been exploring ways to use AI for tasks that are related to education. The major objectives of this study are to emphasize 1) The ESL learners' perceptions of using AI-powered Google Assistant for learning the English language; 2). The ESL learners’ problems are concerned with utilizing AI-powered Google Assistant to support language learning, especially in English. A survey instrument was employed to the data, including primary research objects, from (n = 141) engineering stream undergraduates. The data was gathered using a questionnaire with 5 points Likert scale. According to the survey, the vast majority of students, especially individuals who were learning English, had a positive opinion of AI-driven GA. The major problem is the lack of quality in GA on smartphones. However, it is envisaged that AI-powered GA in language learning, also known as GAALL, would be deployed as one of the instructional media that might help learners to learn English efficiently as a Second Language. This study suggests that further research studies in this field could be conducted to test the efficacy of AI in ESL contexts.

Listening plays a larger role in language acquisition and is a critical aim for students in order to receive information generated in the target language. Its successful acquisition requires students to absorb cognitive processes and then use them in their spoken interactions in order to promote understanding in a variety of communication settings. It is the instructor's job to choose the most effective methods for ensuring students' effective learning of this language ability by selecting projects and resources that best meet their unique and linguistic learning requirements and interests. The main purpose of this research paper is to emphasize the critical role of Language-focused and Meaning-focused listening in the process of English as a second language (ESL) learning through an experimental study. Since, listening skill contributes a major part in the enhancement of ESL learners’ language proficiency, the feasible activities and strategies provided in this paper improve the vocabulary and pronunciation of secondary level ESL learners. The paper also discusses the processes of listening skill: top-down and bottom-up methods to emphasize the enhancement of ESL students’ vocabulary and pronunciation. The researcher has chosen grade 9 students of a government school as a sample for the experiment.

The contemporary language learning strategy, Artificial Intelligence (AI) Assisted Language Learning (AI-ALL), incorporates AI-powered applications to support learners' learning activities. Many scholars have been experimenting with AI applications concerning activities relevant to education. The major objectives of this study are 1) The ESL learners' perspectives concerning AI-assisted English language learning and teaching; 2). ESL learners’ problems concerning artificial AI-assisted English language learning and teaching. The present investigation employed a quantitative methodology utilizing survey instruments to accumulate distinct information from 81 engineering stream students including essential primary research objects. A survey with a 5-point Likert Scale was administered to collect the data. According to the study, most of the students had favorable perceptions toward using AI-powered tools, particularly while learning English. The major problem is the lack of quality in AI-powered language-learning apps on smartphones. However, it is envisaged that AI-powered apps in language learning would be deployed as one of the instructional media that might help learners learn English as a Second Language efficiently. The present study recommends further research to investigate thoroughly how experienced language instructors use AI-powered applications in their classrooms to build best practices for utilizing AI in teaching and learning in ESL environments.