Chapter 1: The End of Second Language Acquisition?
Robert Swier
Abstract
This provocative chapter examines the relationship between artificial intelligence and second language acquisition (SLA), questioning whether AI may fundamentally alter—or even replace—the need for traditional language learning. Drawing on historical developments in both SLA and AI, the author argues that while language education has made limited progress in reducing learning time and effort, AI technologies have advanced rapidly in their ability to perform linguistic tasks. The chapter invites readers to critically reflect on the future of language learning in a world where communication may increasingly be mediated by intelligent systems.
About the Contributor
Robert Swier, Ph.D., is a member of the Faculty of Literature, Arts and Cultural Studies at Kindai University in Osaka, Japan. His doctoral research at Kyoto University examined the use of three-dimensional virtual environments as arenas for task-based language learning. He holds undergraduate and master’s degrees in computer science from the University of Rochester, with a specialization in artificial intelligence and natural language dialogue systems, and an additional master’s degree in computer science from the University of Toronto, specializing in computational linguistics. His current research focuses on the use of large language models in computer-assisted language learning.
Citation
Swier, R. (2026). The end of second language acquisition? In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 12–31). Candlin & Mynard. https://doi.org/10.47908/45/1
This provocative chapter examines the relationship between artificial intelligence and second language acquisition (SLA), questioning whether AI may fundamentally alter—or even replace—the need for traditional language learning. Drawing on historical developments in both SLA and AI, the author argues that while language education has made limited progress in reducing learning time and effort, AI technologies have advanced rapidly in their ability to perform linguistic tasks. The chapter invites readers to critically reflect on the future of language learning in a world where communication may increasingly be mediated by intelligent systems.
About the Contributor
Robert Swier, Ph.D., is a member of the Faculty of Literature, Arts and Cultural Studies at Kindai University in Osaka, Japan. His doctoral research at Kyoto University examined the use of three-dimensional virtual environments as arenas for task-based language learning. He holds undergraduate and master’s degrees in computer science from the University of Rochester, with a specialization in artificial intelligence and natural language dialogue systems, and an additional master’s degree in computer science from the University of Toronto, specializing in computational linguistics. His current research focuses on the use of large language models in computer-assisted language learning.
Citation
Swier, R. (2026). The end of second language acquisition? In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 12–31). Candlin & Mynard. https://doi.org/10.47908/45/1
Information About the Book
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Title: Artificial Intelligence in Japan’s Language Learning Classroom
Editors: Robert Dykes, Oliver Edwards, Dave Bollen, and Tina Shu-wen Lin Publication date: June 2026 Read more... |