Artificial intelligence in foreign language learning: cognitive, metacognitive and intercomprehension perspectives

Abstract

This article explores how artificial intelligence (AI) influences cognitive and metacognitive processes in learning Romance languages within intercomprehension-based pedagogies. It argues that ethically designed AI tools enhance attention, memory, reasoning and self-regulation through adaptive feedback and personalized learning. Hybrid models combining human mediation with intelligent systems support higher-order skills such as inference and problem-solving. Methodologically, the study stresses mixed-method and longitudinal approaches and highlights ethical and intercultural considerations, including equitable access and digital literacy. Overall, AI functions as a cognitive partner that reshapes linguistic knowledge construction, while its sustainable use depends on continuous teacher training and balanced human–AI collaboration.