Skip to main content
Articles | Acta Pedagogia Asiana | Volume 5 - Issue 2 - 2026 | 214−227 | https://doi.org/10.53623/apga.v5i2.1142
© 2026 by the author(s), and is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License Creative Commons Attribution 4.0 International (CC BY 4.0) License

Artificial Intelligence in Connectivism Learning: A Pathway to Communication Skill Development

Author(s): Newbegin Sugandhamani , Ramkumar Emaraj Vairamuthu , Lincy Kiruba Selvaraj
Author(s) information:
Department of English, Kalasalingam Academy of Research and Education, Krishnankoil, Tamil Nadu 626126, India

Corresponding author

Acta Pedagogia Asiana

Volume 5 - Issue 2 - 2026

 About the journal
Submit your article
Communication skills have grown in importance across academic, professional, and social settings, but the current instruction of communication skills has often lacked personalization, adaptability, and an effective feedback system. Given these constraints, connectivism theory broadened the notion of learning into a networked and relational process with a strong focus on both human and technological relationships in relevant contexts, particularly in digital learning environments. Hence, this study concentrated on the utilization of Artificial Intelligence (AI) tools such as conversational chatbots, speech-recognition software, and automated writing evaluation systems to improve communication skills. The study was carried out using a mixed-methods research design composed of quantitative and qualitative analyses. Pre-test and post-test evaluations, along with learner feedback, were used to collect data, as well as AI- and peer-based assessments of learners who participated in communication training sessions supported by AI tools. This study compared the transformation of learners’ fluency, vocabulary, pronunciation, coherence, and engagement within the AI-connectivism learning framework. The results showed significant improvements in students’ communication skills as a result of regular interaction with AI-enhanced tools and collaborative learning groups. Reflection, critical thinking, and meaningful communication practice were crucial components of the learning process, highlighting the indispensable role of teachers and peers in the classroom. AI technologies provided immediate feedback, personalized practice, and adaptive learning opportunities. According to the study, the integration of AI within a connectivist educational context was found to be flexible and scalable for communication skills development in the modern educational environment.
Read Full-Text
Previous article
Next article

Sharma, R. (2017). Communication: The lifeline. World Wide Journal of Multidisciplinary Research and Development, 3(9), 259–262.

Uzun, G.Ö. (2020). A review of communication, body language and communication conflict. International Journal of Psychosocial Rehabilitation, 24(9), 2833–2844.

Leach, E.R. (1976). Culture and communication: The logic by which symbols are connected. Cambridge University Press.

Adham, T.K.I. (2023). Conflict resolution in team: Analyzing the causes of conflicts and best skills for resolution. Scholars Journal of Engineering and Technology, 11(8), 152–162.

Braicu, C.; Rogozeanu, C.L. (2024). Effective communication in social work teams: A key to managerial success. Hyperion Economic Journal, 10, 25.

Kumar, R. (2023). English language and digital literacy: Navigating the information age. Journal of International English Research Studies, 1(2), 25–31.

Marwa, M.; Muliardi, M.; Awal, R.; Irawan, H. (2025). Integrating intercultural digital literacy in EFL classrooms: Strategies for enhancing students’ intercultural competence in the digital era. AL-ISHLAH: Jurnal Pendidikan, 17(1), 1668–1683.

Henry, S.G.; Holmboe, E.S.; Frankel, R.M. (2013). Evidence-based competencies for improving communication skills in graduate medical education: A review with suggestions for implementation. Medical Teacher, 35(5), 395–403. https://doi.org/10.3109/0142159X.2013.769677.

Zhao, J. (2025). Advancing English language education: A mixed-methods analysis of AI-driven tools’ impact on engagement, personalization, and learning outcomes. Education and Information Technologies, 1–41. https://doi.org/10.1007/s10639-025-XXXXX.

Alam, M.A. (2024). Connectivism and traditional learning theories: Implications for contemporary educational and pedagogical practices. Bhartiyam International Journal of Educational Research, 14, 1–24.

Mukhlis, H.; Haenilah, E.Y.; Maulina, D.; Nursafitri, L. (2024). Connectivism and digital age education: Insights and challenges. Kasetsart Journal of Social Sciences, 45(3).

Yang, W.; Dai, W. (2011). Rote memorization of vocabulary and vocabulary development. English Language Teaching, 4(4), 61–64. https://doi.org/10.5539/elt.v4n4p61.

Lamsal, P.C. (2011). Effectiveness of oral drill in teaching grammar. (Doctoral dissertation). Central Department of Education, Kathmandu, Nepal.

Reid, L.D. (1948). How to improve classroom lectures. Bulletin of the American Association of University Professors, 34(3), 576–584.

Tsang, W.K. (1996). Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17(2), 210–233. https://doi.org/10.1093/applin/17.2.210.

Xie, K.; DeBacker, T.K.; Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation. Journal of Educational Computing Research, 34(1), 67–89. https://doi.org/10.2190/7BAK-EGAH-3MH1-K7C6.

Haruyama, J. (2010). Effective practice of role play and dramatization in foreign language education. Komaba Journal of English Education, 1, 31–58.

Redecker, C.; Punie, Y. (2017). Digital competence of educators. European Commission.

Zawacki-Richter, O.; Bai, J.Y.; Lee, K.; Slagter van Tryon, P.J.; Prinsloo, P. (2024). New advances in artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 21(1), 32. https://doi.org/10.1186/s41239-024-00455-7.

Liu, H.; Guo, W. (2025). Effectiveness of AI-driven vocal art tools in enhancing student performance and creativity. European Journal of Education, 60(1), e70037. https://doi.org/10.1111/ejed.70037.

Liang, E.S.; Bai, S. (2025). Generative AI in connectivist learning environments in higher education. Journal of Asian Public Policy, 18(2), 329–351. https://doi.org/10.1080/17516234.2025.XXXXX.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2.

Cislowska, A.I.; Peña-Acuna, B. (2024). Integration of chatbots in additional language education: A systematic review. European Journal of Educational Research, 13(4), 1607–1625. https://doi.org/10.12973/eu-jer.13.4.1607.

Li, M.; Li, C.; Chen, Y.; et al. (2025). Effects of an automated evaluation mechanism on students’ writing performance and higher-order thinking in an AR-based formative-peer-assessment learning mode. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13611-8.

Ngo, T.-N.; Chen, H.-J.; Lai, K.-W. (2024). The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis. ReCALL, 36(1), 4–21. https://doi.org/10.1017/S0958344023000113.

Dubiel, A.; Kamińska, D.; Zwoliński, G.; Ramić-Brkić, B.; Agostini, D.; Zancanaro, M. (2025). Virtual reality for the training of soft skills for professional education: Trends and opportunities. Interactive Learning Environments, 33(5), 3261–3281. https://doi.org/10.1080/10494820.2025.2450634.

Pei, G. (2024). Affective computing: Recent advances and challenges. Intelligent Computing.

Xu, J.L.; Wang, J.; Zou, B. (2025). Evaluating an AI speaking assessment tool: Score accuracy, perceived validity, and oral peer feedback as feedback enhancement. Journal of English for Academic Purposes, 75, 101505. https://doi.org/10.1016/j.jeap.2025.101505.

Du, J.; Daniel, B.K. (2024). Transforming language education: A systematic review of AI-powered chatbots for English as a foreign language speaking practice. Computers and Education: Artificial Intelligence, 6, 100230. https://doi.org/10.1016/j.caeai.2024.100230.

Vistorte, A.O.R.; Deroncele-Acosta, A.; Ayala, J. L. M.; Barrasa, A.; López-Granero, C.; Martí-González, M. (2024). Integrating artificial intelligence to assess emotions in learning environments: A systematic literature review. Frontiers in Psychology, 15, 1387089. https://doi.org/10.3389/fpsyg.2024.1387089.

Luo, J.; Zheng, C.; Yin, J.; et al. (2025). Design and assessment of AI-based learning tools in higher education: A systematic review. International Journal of Educational Technology in Higher Education, 22, 42. https://doi.org/10.1186/s41239-025-00540-2.

Zawacki-Richter, O.; Marín, V. I.; Bond, M.; et al. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0.

Lin, Y.; Yu, Z. (2025). Elucidating university students’ intentions to seek automated writing feedback from Grammarly: Toward perceptual and systemic predictors. Humanities and Social Sciences Communications, 12, 7. https://doi.org/10.1057/s41599-024-03861-1.

Baz, M.A.; Hasırcı Aksoy, S. (2025). The effect of feedback on informative text writing: AI or teacher? Open Praxis, 17(3), 611–631. https://doi.org/10.55982/openpraxis.17.3.871.

Fernández-Alcántara, M.; Escribano, S.; Juliá-Sanchis, R.; Castillo-López, A.; Pérez-Manzano, A.; Macur, M.; Kalender-Smajlović, S.; García-Sanjuán, S.; Cabañero-Martínez, M. (2025). Virtual simulation tools for communication skills training in health care professionals: Literature review. JMIR Medical Education, 11, e63082. https://doi.org/10.2196/63082.

Read Full-Text
About this article

SUBMITTED: 04 April 2026
ACCEPTED: 22 May 2026
PUBLISHED: 24 May 2026
SUBMITTED to ACCEPTED: 48 days
DOI: https://doi.org/10.53623/apga.v5i2.1142

Cite this article
Sugandhamani, N., Vairamuthu, R. E. ., & Selvaraj, L. K. . (2026). Artificial Intelligence in Connectivism Learning: A Pathway to Communication Skill Development. Acta Pedagogia Asiana, 5(2), 214−227. https://doi.org/10.53623/apga.v5i2.1142
Citations
0
Share this article