Exploring AI's Potential in Enhancing Intercultural Communication Skills for ESL Learners

Abstract

Globalization has made intercultural communication a core requirement for learners of English as a Second Language (ESL). Mastery of grammar and vocabulary alone no longer guarantees effective participation in multilingual and multicultural contexts. Learners now need cultural awareness, empathy, and adaptability. At the same time, developments in Artificial Intelligence (AI) provide promising opportunities to meet these demands. Tools such as chatbots, adaptive learning systems, and Collaborative Online International Learning (COIL) environments can offer interactive and context-rich practice that extends beyond traditional classroom methods. This research adopts a descriptive–analytical, theoretical approach, relying on literature published between 2020 and 2025. The review indicates that AI has the potential to motivate learners, create simulated intercultural exchanges, and support particular skills including listening comprehension and pragmatic competence. Despite these benefits, the literature also points to concerns: excessive dependence on technology, the risk of reducing authentic human interaction, and difficulties in ensuring cultural authenticity in AI-generated dialogue. The analysis suggests that AI should be understood as a supportive aid rather than a replacement for real intercultural experience. Its theoretical value lies in positioning AI as a mediator between linguistic proficiency and intercultural competence. The research also highlights the importance of applying AI responsibly: educators should blend it with traditional methods, researchers should pursue longer-term empirical studies, and developers must design systems that respect cultural diversity and sensitivity.