Artificial intelligence (AI) is reshaping the language education ecosystem with unprecedented depth, transcending its role as a mere technical tool to become an "intelligent mediator" profoundly influencing learners' cognition and identity construction. This paper examines the "empowerment paradox" induced by AI in language learning and its complex effects on cultural identity. Drawing on social constructivism and intercultural communicative competence theory, the study constructs an analytical framework to elucidate how AI, as Vygotsky's "more knowledgeable other," deeply engages in learners' knowledge internalization and meaning negotiation. Subsequently, it analyzes the dual nature of technological empowerment: AI enhances learners' autonomy, efficiency, and cultural accessibility through personalized learning paths, immersive cultural experiences, and diverse expression tools; conversely, algorithmic biases, superficial cultural representations, shallow virtual interactions, and technology dependence may threaten critical thinking, deep understanding, and healthy cultural identity development. Addressing this paradox, the paper argues for language educators' critical roles as "guides" and "critical reflection facilitators" in human-AI collaborative teaching models. It proposes pedagogical strategies, including integrating AI media literacy into curricula, designing hybrid real-virtual interactive experiences, establishing reflective learning loops to foster metacognitive development, and promoting multicultural perspectives in AI tool applications and content co-creation. These approaches aim to unify language proficiency enhancement with healthy, inclusive, and autonomous cultural identity development. This research provides deeper theoretical insights and practical pathways for language education in the AI era, advancing the integration of technological empowerment and humanistic care.

Yue Yang. Intelligent Mediation and Identity Negotiation: The Empowerment Paradox of Artificial Intelligence in Language Education and Pedagogical Responses. Frontiers in Educational Research (2025), Vol. 8, Issue 11: 83-89. https://doi.org/10.25236/FER.2025.081112.

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