Abstract
The article examines the methodological foundations for the use of digital and AI-assisted tools in teaching English to young learners. It argues that the value of a tool is determined by the learning function it performs rather than by its technical capability, and classifies tools accordingly into presentation and input, practice and repetition, production and interaction, and assessment and record-keeping. Three realistic classroom functions of AI-assisted tools are distinguished from claims unsupported by classroom evidence. The constraints specific to young learners are examined, and selection criteria together with the required teacher competences are proposed.
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