Can NotebookLM Support English Language Learners? A Theoretical Perspective on AI Tools in Education

The rapid rise of artificial intelligence (AI) in education has sparked interest in its potential to assist English Language Learners (ELLs). This paper explores the theoretical potential of Google’s NotebookLM – a note-taking and research assistant launched in mid-2023 – as an AI tool to support ELLs. We consider how NotebookLM might aid in vocabulary acquisition, academic writing, reading comprehension, and self-regulated learning, despite a current lack of empirical studies on this specific tool. Drawing on existing literature about AI-powered language learning tools (e.g. Grammarly, ChatGPT, Duolingo) and principles of notetaking in learning, we discuss NotebookLM’s alignment with key second-language acquisition (SLA) theories. Major frameworks such as Vygotsky’s Zone of Proximal Development (ZPD), self-regulated learning theory, and cognitive load theory provide lenses for understanding how AI can scaffold learners and personalize learning. While optimistic about NotebookLM’s promise to generate summaries, answer questions, and simplify content for learners, we emphasize the need for critical early discussion of its limitations. The paper concludes by calling for empirical research and pilot studies, advocating cautious optimism in embracing NotebookLM and similar AI tools in English language education.