Generative AI as a Tool for Enhancing ESL Students’ Understanding

Abstract

Wilfredo De Jesus-Rojas, MD 

Ponce Health Sciences University Scientific Journal 

August 14, 2024 

Dear Editor-in-Chief, 

As former ESL (English as a Second Language) students who have pursued science, technology, engineering and mathematics (STEM) fields and current researchers and instructors, we intimately understand the challenges faced by students adapting not just to a new language, but to the complex context in which that language is used in academic settings. Our experiences have given us unique insights into the difficulties ESL students encounter in higher education, particularly in STEM disciplines.  

Research aligns with our personal observations. ESL students often struggle with academic language proficiency, which can severely impact their ability to understand complex materials and engage in academic discourse [1]. These students are also more likely to face higher attrition rates [2], with studies indicating that they are more likely to experience academic probation or drop out compared to their native English-speaking peers [3]. ESL students often encounter significant obstacles in accessing and understanding academic resources that are primarily available in English, which can impede their ability to fully engage with the material. 

To illustrate the challenges and potential solutions, we would like to share an experience from Nelson's academic journey that led us to appreciate the potential of generative AI in ESL students' education. During his graduate studies, Nelson was enrolled in a rigorous Real Analysis course. Despite his best efforts, he found himself struggling to grasp the material. In a meeting with his then mentor, Prof. Doug Moupasiri, Nelson confessed his difficulties. Prof. Moupasiri asked a simple yet profound question: “What other books on the subject have you read?'' When Nelson admitted that he had only been using the assigned textbook, Prof. Moupasiri encouraged him to explore other authors' works. This advice—to seek out different perspectives—was a turning point in Nelson's academic career. By finding an author whose style resonated with him, he was able to understand concepts that had previously eluded him. This experience made us realize that sometimes, the issue is not with the subject itself but with how it is presented. 

This is where we see a tremendous opportunity for generative Al tools to support students, particularly ESL students, in their learning journey. ESL students often benefit from different learning approaches, and findings show that they have positive perceptions of AI-based learning tools, appreciating their personalized learning paths and time-saving advantages [4]. As evidenced in recent studies [5], AI technologies are already being successfully used in medical education to provide real-time feedback on quizzes, assist in anatomy learning, and support the recognition and diagnosis of medical images. Additionally, a study performed in a medical school in Puerto Rico showed that integrating a course aimed to bridge the gaps in AI knowledge among participants resulted in more positive perceptions of AI. However, it also revealed a lack of practical experience with AI applications, emphasizing the need for better integration of AI into educational programs [6]. 

Initiatives aimed specifically at Hispanic students are demonstrating the value of incorporating AI literacy into their education, helping them critically evaluate and effectively use AI technologies across different contexts [7]. By equipping students with essential AI competencies, these programs foster not only academic success but also readiness for AI-rich environments at home and in the workplace. We believe extending such support to ESL students can enhance equitable access to education by providing adaptive and personalized learning paths that cater to specific language needs. Just as different authors can present the same subject in varying ways, generative AI can offer students alternative explanations, analogies, and examples that align more closely with their individual learning styles. This ability to reshape content makes generative AI particularly powerful for students at institutions in Puerto Rico and elsewhere, allowing them to bridge gaps in understanding through tailored explanations in their native language or more accessible rephrasing, ultimately making challenging subjects more comprehensible. 

Generative AI is not just a tool for information retrieval but a companion in the learning process, helping students navigate complex subjects with a personalized approach that traditional methods may not always provide. The greatest value of generative AI as a tutor lies in its ability to customize learning experiences, tailoring them to fit the context and background of each student. As we continue to integrate AI into the educational landscape, it is our hope that we can leverage these tools to not only enhance learning but also to empower students to overcome the challenges that come with language barriers and different learning styles. Just as Nelson's mentor's advice reshaped his educational path, we believe encouraging the correct use of generative AI can play a similar role for many students, directly impacting academic outcomes. 

We urge educators and administrators to consider the potential of generative AI as a powerful tool for addressing the unique challenges faced by ESL students and those from diverse backgrounds. By embracing this technology, we can create a more inclusive and effective learning environment that supports all students in reaching their full potential. 

Sincerely, 

Nelson Colón Vargas, PhD and Marcos J. Ramos-Benitez, PhD