ISSN: 2226-6348
Open access
This paper conducted a systematic literature review based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology to explore the types of AI tools used in teaching and learning and their impacts on English language teaching and learning. This systematic literature review explores the integration and impact of artificial intelligence (AI) in English language teaching and learning, synthesising findings from 25 recent studies across three main databases namely, Science Direct, SCOPUS, and Taylor & Francis Online. The analysis identifies four main themes: Impact on: (1) Learning and Skill Development, (2) Teacher and Professional Development, (3) Technological Integration and Challenges, and (4) Student Experience and Perception. The results reveal that AI tools significantly enhance language learning outcomes, such as writing skills and critical thinking, and offer personalised and dynamic learning experiences. However, the successful integration of AI in education requires addressing challenges related to technological implementation, ethical considerations, and the need for comprehensive teacher training. Despite these challenges, AI's potential to transform language education is evident, as it fosters both academic and professional growth for students and educators alike.
Alhalangy, A., & AbdAlgane, M. (2023). Exploring the impact of AI on the EFL context: A case study of Saudi universities. Alhalangy, AGI, AbdAlgane, M.(2023). Exploring The Impact Of AI On The EFL Context: A Case Study Of Saudi Universities. Journal of Intercultural Communication, 23(2), 41-49.
Alrajhi, A. S. (2024). Artificial intelligence pedagogical chatbots as L2 conversational agents. Cogent Education, 11(1), 2327789.
Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6, 100218.
Ayanwale, M. A., Adelana, O. P., Molefi, R. R., Adeeko, O., & Ishola, A. M. (2024). Examining artificial intelligence literacy among pre-service teachers for future classrooms. Computers and Education Open, 6, 100179.
Bekou, A., Mhamed, M. B., & Assissou, K. (2024). Exploring opportunities and challenges of using ChatGPT in English language teaching (ELT) in Morocco. Focus on ELT Journal, 6(1), 87-106.
Butler, L., & Starkey, L. (2024). OK Google, help me learn: an exploratory study of voice-activated artificial intelligence in the classroom. Technology, Pedagogy and Education, 1-14.
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), 2290342.
Darvishi, A., Khosravi, H., Sadiq, S., Gaševi?, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, 104967.
Dakakni, D., & Safa, N. (2023). Artificial intelligence in the L2 classroom: Implications and challenges on ethics and equity in higher education: A 21st century Pandora's box. Computers and Education: Artificial Intelligence, 5, 100179.
Dong, Y. (2023). Revolutionizing academic English writing through AI-powered pedagogy: practical exploration of teaching process and assessment. Journal of Higher Education Research, 4(2), 52.
Ericsson, E., Sofkova Hashemi, S., & Lundin, J. (2023). Fun and frustrating: Students’ perspectives on practising speaking English with virtual humans. Cogent Education, 10(1), 2170088.
Essel, H. B., Vlachopoulos, D., Essuman, A. B., & Amankwa, J. O. (2024). ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs). Computers and Education: Artificial Intelligence, 6, 100198
Fleckenstein, J., Meyer, J., Jansen, T., Keller, S. D., Köller, O., & Möller, J. (2024). Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays. Computers and Education: Artificial Intelligence, 6, 100209.
Fundi, M., Sanusi, I. T., Oyelere, S. S., & Ayere, M. (2024). Advancing AI education: Assessing Kenyan in-service teachers' preparedness for integrating artificial intelligence in competence-based curriculum. Computers in Human Behavior Reports, 14, 100412.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, 100156.
Liu, M., Zhang, L. J., & Biebricher, C. (2023). Investigating students’ cognitive processes in AI-assisted digital multimodal composing and traditional writing.
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469.
Moorhouse, B., & Kohnke, L. The Effects of Generative Ai on Initial Language Teacher Education: The Perspectives of Teacher Educators. Available at SSRN 4532479
Mustopa, M., Nasikhin, N., Chamami, R., Nihayah, H., Habibullah, M. R., & Manshur, A. (2024). Challenges in Artificial Intelligence Development in Higher Education in China, India, and Indonesia: International Students’ Perspectives. International Journal of Learning, Teaching and Educational Research, 23(2), 354-373.
Ou, A. W., Stöhr, C., & Malmström, H. (2024). Academic communication with AI-powered language tools in higher education: From a post-humanist perspective. System, 121, 103225.
Shi, L., Muhammad Umer, A., & Shi, Y. (2023). Utilizing AI models to optimize blended teaching effectiveness in college-level English education. Cogent Education, 10(2), 2282804.
Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955.
Wiboolyasarin, W., Wiboolyasarin, K., Suwanwihok, K., Jinowat, N., & Muenjanchoey, R. (2024). Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments. Computers and Education: Artificial Intelligence, 100228.
Yang, A. (2024). Challenges and Opportunities for Foreign Language Teachers in the Era of Artificial Intelligence. International Journal of Education and Humanities, 4(1), 39-50.
Selvam, V. T., & Zakaria, N. Y. K. (2024). A Systematic Literature Review of the Impact of using Artificial Intelligence (AI) Tools in English Language Teaching and Learning. International Journal of Academic Research in Progressive Education and Development, 13(3), 3464–3480.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode