ILN Journal: Indian Literary Narratives

Articles

Vol. 3 No. 2 (2026): ILN Journal: Indian Literary Narratives

Bridging Language and Life: A Learner-Centric, AI-Assisted Model for English Fluency in Multilingual Classrooms

Submitted
15 May 2026
Published
2026-06-30

Abstract

In the case of lower-intermediate English speakers, they are aware of more than they can express. There is a great need to bridge this gap, as conventional classroom teaching alone does not benefit most undergraduate students. Bridging Language and Life emerged from this core idea. This paper discusses a study that lasted for about six months and involved undergraduate students at the lower-intermediate level. The purpose of the study was to enable lower-intermediate learners to express themselves in real-life situations using the English language, both in writing and speaking, rather than merely learning it theoretically. To achieve this goal, Bridging Language and Life incorporated various digital AI applications (Grammarly, Quizizz, QuillBot, ChatGPT, Gemini AI, and BBC Learning English), together with classroom-based activities relevant to the students' culture and life experiences. The highlight of this study sheds light not only on technology but also on the "how" of the extensive use of AI tools in the education sector. The study included voice journals, real-life situational dialogues, the exploration of informal vernacular English alongside formal registers, and engagement with literature in ways that encouraged learners to think about other people's experiences. These activities were designed to give learners something to say and meaningful reasons to say it. The findings of the study, which form the focus of this paper, demonstrate that AI tools were effective only when they served a larger purpose. AI usage was reframed from dependence to purposeful use. When students used AI tools to refine ideas they had already developed, their confidence grew. However, when the tools replaced their own thinking, little changed. As the study revealed, fluency, in any context, must ultimately come from the learner.

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