Published Paper Details:

The integration of Artificial Intelligence (AI) into language education is reshaping traditional approaches to English language acquisition, especially within multilingual contexts such as India. This study investigates the impact of AI-powered tools--ChatGPT, Duolingo, and Grammarly--on improving linguistic competence, motivation, and learner autonomy among Indian engineering undergraduates. Employing a mixed-methods design, the study involved 120 intermediate-level English learners from engineering colleges across India. Quantitative data from pre- and post-tests assessing grammar, vocabulary, and writing skills were complemented by qualitative insights from semi-structured interviews and learner diaries. Results revealed statistically significant gains in all measured competencies in the experimental group, with enhanced learner engagement and self-directed learning. Nevertheless, challenges such as digital access disparities and over-dependence on AI tools persist. This article contributes to current discourse on AI-assisted language acquisition and offers context-sensitive pedagogical recommendations tailored to Indian bilingual and technical education settings.