THEORETICAL FRAMEWORK FOR AI-MEDIATED INTERCULTURAL COMMUNICATIVE COMPETENCE IN SECOND FOREIGN LANGUAGE LEARNING
DOI:
https://doi.org/10.51878/academia.v6i4.12103Keywords:
Artificial Intelligence (AI), Third Place Theory, Intercultural Communicative Competence (ICC), AI-Mediated Language EducationAbstract
ABSTRACT
A fast-growing trend in artificial intelligence (AI), and especially in generative AI and large language models, has dramatically changed the modern understanding of foreign language teaching. Although previous studies have already largely investigated the application of AI to English learning, there has been relative lack of attention to the theoretical consequences of AI assisted English learning to intercultural communicative competence (ICC) of a second foreign language (L2/L3) learning. Using the theory of the Third Place suggested by Bhabha and developed further by Kramsch, this article builds a theoretical framework of the intercultural competence development mediated by AI in the setting of second foreign language learning. In this paper, the concept of AI has been conceptualized as a mediating variable that enables the ongoing negotiation process between the native culture (C1), target culture (C2), and cultural hybrid meanings of learners in the Third Place rather than seeing it as a technological device. With the help of a theoretical synthesis of literature review and analysis, this paper hypothesizes a conceptual framework demonstrating how AI-assisted learning settings may be used to promote intercultural awareness, critical thinking, and adaptive communication strategies. This paper proposes an argument that AI, in a pedagogically motivated contextualization of the Third Place, can reshape the second language learning as the skill-based process to become the culturally conscious and identity-constitutive activity of language learning.
ABSTRAK
Tren yang berkembang pesat dalam kecerdasan buatan (AI), dan khususnya dalam AI generatif dan model bahasa besar, telah secara dramatis mengubah pemahaman modern tentang pengajaran bahasa asing. Penelitian sebelumnya sebagian besar telah menyelidiki penerapan AI untuk pembelajaran bahasa Inggris, masih terdapat kurangnya perhatian terhadap konsekuensi teoretis dari pembelajaran bahasa Inggris yang dibantu AI terhadap kompetensi komunikatif antarbudaya (ICC) dalam pembelajaran bahasa asing kedua (L2/L3). Dengan menggunakan teori Tempat Ketiga yang dikemukakan oleh Bhabha dan dikembangkan lebih lanjut oleh Kramsch, artikel ini membangun kerangka kerja teoretis tentang pengembangan kompetensi antarbudaya yang dimediasi oleh AI dalam konteks pembelajaran bahasa asing kedua. Dalam makalah ini, konsep AI telah dikonseptualisasikan sebagai variabel mediasi yang memungkinkan proses negosiasi berkelanjutan antara budaya asli (C1), budaya sasaran (C2), dan makna hibrida budaya pembelajar di Tempat Ketiga, alih-alih melihatnya sebagai perangkat teknologi. Dengan bantuan sintesis teoretis dari tinjauan dan analisis literatur, makalah ini menghipotesiskan kerangka kerja konseptual yang menunjukkan bagaimana pengaturan pembelajaran yang dibantu AI dapat digunakan untuk meningkatkan kesadaran antarbudaya, pemikiran kritis, dan strategi komunikasi adaptif. Makalah ini mengemukakan argumen bahwa AI, dalam kontekstualisasi Ruang Ketiga yang dimotivasi secara pedagogis, dapat membentuk kembali pembelajaran bahasa kedua sebagai proses berbasis keterampilan menjadi aktivitas pembelajaran bahasa yang sadar budaya dan membentuk identitas.
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Copyright (c) 2026 Huang Jianshi, Dadang Sunendar, Sumiyadi Sumiyadi, Vismaia S. Damayanti
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