AI and the Dynamics of Language

Structure: Rethinking Syntax and

Semantics in the Age of Intelligent
Tools
Dicky Surachman
SMPN 1 Kapetakan, Kabupaten Cirebon
Email: [email protected]

Abstract

The integration of Artificial Intelligence (AI) into language education has opened up
transformative opportunities, particularly in how learners engage with syntax, semantics,
and overall linguistic awareness. This reflective chapter explores how AI-powered tools
—such as Grammarly, ChatGPT, and DeepL—reshape the way English teachers and
learners perceive and interact with the structural elements of language. Drawing from
classroom experiences in Kabupaten Cirebon, the chapter highlights both the pedagogical
gains and the challenges in relying on AI for linguistic correctness and meaning
negotiation. While AI can model accurate grammar and semantic suggestions, it also
poses risks such as student overdependence, erosion of deep linguistic understanding, and
algorithmic biases. The chapter emphasizes the importance of teacher mediation in
balancing technology use with foundational linguistic instruction. By rethinking how we
teach language structures in the AI era, English teachers are called to adapt, reflect, and
innovate, ensuring that students not only communicate effectively but also understand the
intricacies of the language they use.

Keywords
AI in linguistics, syntax and semantics, intelligent language tools, English language
teaching, reflective practice, language structure
 1. Introduction

The evolution of language education has always been shaped by the tools and
technologies of the time. From chalkboards to digital whiteboards, cassette tapes to
language learning apps, each innovation has influenced how we teach and learn
languages. The arrival of Artificial Intelligence (AI), however, marks a new chapter—one
that redefines not only pedagogy but also the linguistic content itself.

Language, at its core, is structured communication governed by syntax (structure) and

semantics (meaning). In English language education, teaching these elements has
traditionally relied on rule-based explanations, repetitive drills, and authentic context
usage. Today, with the presence of AI-powered platforms such as Grammarly, ChatGPT,
and DeepL, students and teachers encounter new ways to analyze, correct, and produce
language. These tools can identify grammatical errors, suggest rephrasing, translate
phrases with contextual awareness, and even offer explanations on syntax—all in real
time.

In Kabupaten Cirebon, like in many other regions in Indonesia, the presence of AI in

classrooms is growing, either through direct teacher use or independent student
exploration. While the tools are helpful, they also present a reflective challenge for
educators: Are students truly understanding the structure and meaning of what they write
or simply accepting suggestions provided by AI? What happens to the process of learning
when an AI model becomes the main provider of feedback?

This chapter begins with a review of the relationship between AI and core linguistic
components, particularly syntax and semantics. It reflects on practical experiences from
English classrooms in Cirebon, illustrating how AI tools can be a double-edged sword—
both an enabler and a disruptor. The ultimate goal is to reflect on how English teachers
can critically and effectively guide students in this digital era, where understanding why a
sentence is correct becomes just as important as producing it.

2. Literature Review / Background

2.1 Understanding Language Structure: Syntax and Semantics

Language learning is inseparable from its linguistic foundations—syntax, which governs

the structure and order of words in a sentence, and semantics, which refers to meaning.
For years, second language acquisition (SLA) research has emphasized the importance of
explicit instruction and inductive grammar learning to help learners internalize rules and
patterns.

Teaching these linguistic elements in the Indonesian classroom has often been met with
challenges: limited exposure to authentic English input, learners’ low motivation for
grammar drills, and minimal teacher training in linguistics. Yet, despite these constraints,
syntax and semantics remain essential to language mastery and communication accuracy.

2.2 The Rise of AI in Language Instruction

AI tools are increasingly embedded in educational practice. Grammarly provides

grammar, spelling, and clarity suggestions; ChatGPT can generate essays, explain
grammar rules, or model sentence variations; DeepL offers high-quality contextual
translations. These tools are trained on large language models and natural language
processing (NLP) techniques that allow them to "understand" language patterns.

A key benefit of these tools is their accessibility—they offer instant feedback and
learning assistance outside the classroom. Learners become more autonomous and are
able to engage in self-editing practices with greater ease. However, reliance on these
tools can shift focus from conscious learning to passive correction. Learners may
prioritize speed and fluency over linguistic awareness.

2.3 Pedagogical Concerns in the Age of AI

While AI’s assistance is significant, educators and linguists are concerned about the
impact on learners' cognitive engagement with language. Studies (e.g., Lee, 2023;
Johnson & Yu, 2022) caution against superficial learning, where students improve their
output but fail to internalize grammatical principles. There's also concern regarding the
correctness of AI feedback and the cultural biases embedded in its datasets.

In the Indonesian context, especially rural and suburban schools, the digital divide is
another challenge. Not all students have equal access to AI tools, and not all teachers are
prepared to integrate them effectively into instruction. Teachers must therefore take on a
dual role: facilitators of technology and guardians of linguistic integrity.

3. Methodology

This chapter employs a reflective narrative approach, drawing from classroom

experiences in Kabupaten Cirebon between 2023 and 2025. As an English teacher at the
secondary level, the author integrates various AI tools into teaching descriptive and
narrative texts, grammar-focused activities, and peer feedback sessions.

Observations are recorded from 20 junior high school students in a suburban public
school, with varying levels of digital literacy. Classroom integration of Grammarly and
ChatGPT began in semester two of the 2023/2024 academic year. Students were
encouraged to use AI tools for revising writing tasks and checking grammar, followed by
class discussions on the feedback provided.

Student reflections and informal interviews were also gathered, focusing on how they
perceived AI’s role in helping them understand grammar and sentence meaning. This
reflective evidence is not intended to generalize, but to offer insight into practical
implementation and emerging patterns in linguistic awareness supported by AI.

4. Discussion / Analysis

The data gathered reveals a pattern of mixed benefits and challenges.

4.1 Opportunities for Language Awareness

Many students appreciated Grammarly’s ability to instantly identify sentence-level errors,

such as verb tense and preposition use. It made them more aware of frequent mistakes.
ChatGPT was even more powerful: when prompted with “Why is this sentence
incorrect?”, it generated not only a correction, but an explanation. Students began
mimicking such patterns, asking better questions in class.

This shift—moving from “just checking” to “trying to understand why”—indicates an

increased metalinguistic awareness. Students, especially high achievers, began to
internalize the grammatical patterns suggested by the AI.

4.2 Risks of Overdependence and Superficial Learning

However, students with lower motivation often used AI passively. They copied and
pasted entire paragraphs into ChatGPT without reading the feedback. In discussions, they
admitted they trusted the correction but didn’t always understand it. The grammar
suggestions improved scores but did not necessarily improve linguistic competence.

Moreover, some students submitted essays written entirely by ChatGPT, raising ethical
and pedagogical concerns. Teachers needed to redesign tasks to ensure critical thinking
and originality—e.g., by combining AI usage with reflection journals or requiring verbal
explanations of AI-based corrections

4.3 Teacher’s Role: Mediating AI and Linguistic Integrity

The role of the English teacher in the AI era is not diminished—it is transformed. As
Kohnke & Zou (2021) assert, the teacher’s role must shift from being the sole source of
linguistic knowledge to becoming a critical mediator between learners and intelligent
digital tools. In the observed classrooms, AI was not used as a substitute for instruction
but as an extension of it. For instance, after students used Grammarly, the teacher
facilitated reflection discussions where students analyzed the nature of their errors and
why the AI suggested certain corrections.

This aligns with Vygotsky’s (1978) sociocultural theory, where learning occurs best in
the zone of proximal development (ZPD)—with the teacher scaffolding the learner’s
interaction with tools and tasks. AI, in this sense, becomes a mediational artifact, but its
use must be guided.

4.4 Rethinking Syntax and Semantics Instruction

Traditionally, English grammar instruction in Indonesia has been largely rule-based and
assessment-oriented (Nur, 2019). However, the presence of AI encourages a shift toward
inductive and exploratory learning. When ChatGPT explains that “She going to school” is
incorrect because of a missing auxiliary verb, it models the kind of real-time feedback
that fosters noticing (Schmidt, 1990). This supports Long’s (1996) Interaction
Hypothesis, where noticing and negotiation of meaning are central to SLA.

Still, AI feedback is not infallible. As Bhatia et al. (2023) point out, large language
models may generate grammatically correct but semantically misleading content,
especially in culturally nuanced contexts. This was evident in one case where ChatGPT
translated “mudik” simply as “go home,” missing its socio-cultural depth. Teachers need
to provide cultural and pragmatic input that AI cannot.

4.5 Equity and Access Considerations

Another major challenge is digital access. As Warschauer (2003) warned in his early
studies on digital divide in language education, unequal access to technology can deepen
existing learning disparities. In Cirebon, some students could only access AI tools via
school Wi-Fi or borrowed devices. Teachers must consider blended approaches that don’t
overly rely on student-owned technology, and provide printed alternatives where needed.

5. Conclusion and Reflection

Artificial Intelligence offers powerful opportunities for enhancing students’

understanding of language structure—particularly syntax and semantics. When properly
integrated into language instruction, tools like Grammarly and ChatGPT can provide
individualized feedback, support metalinguistic awareness, and foster learner autonomy.
However, these benefits are not automatic. This reflective study in Kabupaten Cirebon
shows that AI use must be scaffolded by the teacher, discussed critically by the learners,
and contextualized within broader language and cultural competence goals. The risks of
overdependence, shallow learning, and unequal access are real, and must be addressed
through thoughtful pedagogical design.

English teachers today must embrace a hybrid identity: part linguist, part digital
navigator. We are not merely teaching grammar—we are teaching students how to
interact with language, technology, and meaning. As we continue to explore the potential
of AI in language education, let us remain reflective, adaptive, and human-centered.

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