SavedAdd your journal

Journals / Sakarya University Journal of Education / 2026 / Volume: 15 Issue: 2

A Systematic Review on AI Technologies in English as a Foreign Language Education

Saliha Toscu(ÇANKAYA ÜNİVERSİTESİ)0000-0002-8179-5444
Pages
—
Publication Date
2025-08-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicated that AI technologies may positively affect language development, cultural understanding, learner engagement, learning support, and critical thinking.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This systematic review reports an analysis of research articles on AI technologies in English as a foreign language education.
📊
Key Findings & Data:The review specifically addresses the limitations reported in the studies conducted between 2020 and 2024 and shows the benefits of AI technologies identified in those studies.
💡
Conclusion & Impact:The findings indicated that AI technologies may positively affect language development, cultural understanding, learner engagement, learning support, and critical thinking.
🔬Design:Review & Systematic Survey
📍Scope:2020 Verileri
⚙️Variables:Artificial Intelligence · Review · EFL

Abstract

This systematic review reports an analysis of research articles on AI technologies in English as a foreign language education. The review specifically addresses the limitations reported in the studies conducted between 2020 and 2024 and shows the benefits of AI technologies identified in those studies. Hence, the study aims to provide an understanding of the scope of existing research and, depending on the limitations identified, give insights into further research. The research articles were screened and analyzed using qualitative methods based on the predetermined inclusion and exclusion criteria. The findings indicated that AI technologies may positively affect language development, cultural understanding, learner engagement, learning support, and critical thinking. Nonetheless, the limitations identified - categorized as instructional, methodological, and technological - should be taken into consideration for a more robust investigation.

🔖

Cite This Article

Toscu, S. (2025). A Systematic Review on AI Technologies in English as a Foreign Language Education. Sakarya University Journal of Education, Volume: 15 Issue: 2. https://doi.org/10.19126/suje.1623401

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (62)

  1. Abdalgane, M., & Othman, K. A. J. (2023). Utilizing artificial intelligence technologies in Saudi EFL tertiary level classrooms. Journal of Intercultural Communication, 23(1), 92-99. https://doi.org/10.36923/jicc.v23i1.124
  2. Adamopoulou, E., & Moussiades, L. (2020). Chatbots: History, technology, and applications. Machine Learning with Applications, 2, 1-18. https://doi.org/10.1016/j.mlwa.2020.100006
  3. Almira, T. (2023). The role of AI in EFL teaching and learning. German International Journal of Modern Science, 71, 30–34. https://doi.org/10.5281/zenodo.10459832
  4. Alqahtani, T., Badreldin, H. A., Alrashed, M., Alshaya, A. I., Alghamdi, S. S., bin, Saleh, K., & Albekairy, A. M. (2023). The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy, 19(8), 1236–1242. https://doi.org/10.1016/j.sapharm.2023.05.016
  5. AlTwijri, L., & Alghizzi, T. M. (2024). Investigating the integration of artificial intelligence in English as foreign language classes for enhancing learners’ affective factors: A systematic review. Heliyon. https://doi.org/10.1016/j.heliyon.2024.e31053
  6. Betaubun, M., Rokhmah, D. E. L., & Budiasto, J. (2023). Personalized pathways to proficiency: Exploring the synergy of adaptive learning and artificial intelligence in English language learning. Technium: Romanian Journal of Applied Sciences and Technology, 17, 60-66.
  7. Chen, Y., Hsu, C., Lin, C., & Hsu, H. (2022). Robot-assisted language learning: Integrating artificial intelligence and virtual reality into English tour guide practice. Education Sciences, 12, 1-20. https://doi.org/10.3390/educsci12070437
  8. Chen, Y. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813. https://doi.org/10.1080/09588221.2022.2055083
  9. Cromptoni H., Edmett, A., & Ichaporia, N. (2023). Artificial intelligence and English language teaching: A systematic literature review. British Council, 1-76. https://doi.org/10.1515/jccall-2023-0032
  10. Cuong, P. H. (2021). English language education in rural areas: Current issues, complexities and ways forward. VNU Journal of Science Research, 37(4),39-48. https://doi.org/10.25073/2588-1159/vnuer.4538
  11. Dennis, N. K. (2024). Using AI-powered speech recognition technology to improve English pronunciation and speaking skills. IAFOR Journal of Education, 12(2), 107-126.
  12. Gu, J. (2024). Digital tools in language learning: Optimizing memory and attention for college students. International Journal of Human–Computer Interaction, 1-11. https://doi.org/10.1080/10447318.2024.2400384
  13. He, Y. (2024). Artificial intelligence-assisted teaching strategies for English cultural communication in colleges and universities. Applied Mathematics and Nonlinear Sciences, 9(1), 1-14. https://doi.org/10.2478/amns-2024-2080
  14. Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, 1-17. https://doi.org/10.1016/j.system.2024.103254
  15. Fountoulakis, M. S. (2024). Evaluating the impact of AI tools on language proficiency and intercultural communication in second language education. International Journal of Second and Foreign Language Education, 3(1), 12-26. https://doi.org/10.33422/ijsfle.v3i1.768
  16. Hoda, R. (2024). Qualitative research with socio-technical grounded theory: A practical guide to qualitative data analysis and theory development in the digital world. Springer International Publishing.
  17. Horn, K. R. V. (2024). ChatGPT in English language learning: Exploring perceptions and promoting autonomy in a university EFL context. The Electronic Journal for English as a Second Language, 28(1), 1-26. https://doi.org/10.55593/ej.28109a8
  18. Hsu, T., Chang, C., & Jen, T. (2023). Artificial Intelligence image recognition using self-regulation learning strategies: Effects on vocabulary acquisition, learning anxiety, and learning behaviours of English language learners. Interactive Learning Environments, 32, 3060-3078. https://doi.org/10.1080/10494820.2023.2165508
  19. Ivanytska, N., Koliasa, O., Kovalevska, T., Matsera, O., & Tkachuk, T. (2024). Analyzing the possibilities of implementation of AI and social networks in teaching foreign language students: Ukrainian universities case study. Arab World English Journal (AWEJ), 306-318. https://dx.doi.org/10.24093/awej/ChatGPT.21
  20. Jia, F., Sun, D., Ma, Q., & Looi, C. (2022). Developing an AI-based learning system for L2 learners’ authentic and ubiquitous learning in English language. Sustainability, 14, 1-18. https://doi.org/10.3390/su142315527
  21. Jin, F. (2019). Output analysis in voice interaction in AI environment. Informatica, 43, 321-324.
  22. Kamruzzaman, M. M., Alanazi, S., Alruwaili, M., Alshammari, N., Elaiwat, S., Abu-Zanona, M., Innab, N., MohammadElzaghmouri, B., & Ahmed Alanazi, B. (2023). AI- and IoT-Assisted Sustainable Education Systems during Pandemics, such as COVID-19, for Smart Cities. Sustainability, 15, 1-17. https://doi.org/10.3390/su15108354
  23. Kewalramani, S., Kidman, G., & Palaiologou, I. (2021). Using Artificial Intelligence (AI)-interfaced robotic toys in early childhood settings: A case for children’s inquiry literacy, European Early Childhood Education Research Journal, 29(5), 652–668. https://doi.org/10.1080/1350293X.2021.1968458
  24. Khalifia, N. F., & Ginting, P. (2024). Exploring EFL students’ cognition and practices in applying English speaking through the use of AI (Artificial Intelligence). Journal of Language Teaching and Learning, Linguistics and Literature, 12(1), 417-440.
  25. Kumar, D. (2024). Global perspectives on English language teaching: Pedagogical trends, challenges, and innovations. International Journal of Innovative Research in Technology, 11(7), 424-428.
  26. Larasati, A., & Ginting, P. (2024). Culturally responsive teaching integrated skill AI based learning applicator to elevate learners’ critical thinking and writing proficiency. Journal of Language Teaching and Learning, Linguistics and Literature, 12(1), 396-416.
  27. Lee, C., Wang, M., Kuan, W., Huang, S., Tsai, Y., Ciou, Z., Yang, C., & Kubota, N. (2023). BCI based hit loop agent for human and AI robot co learning with AIoT application. Journal of Ambient Intelligence and Humanized Computing, 14, 3583-3607. https://doi.org/10.1007/s12652-021-03487-0
  28. Li, Q., & Chan, K. K. (2024). Test takers’ attitudes of using exam‑oriented mobile application as a tool to adapt in a high‑stakes speaking test. Education and Information Technologies, 29, 219-2237. https://doi.org/10.1007/s10639-023-12297-0
  29. Lin, C., & Mubarok, H. (2021). Learning analytics for investigating the mind map-guided AI chatbot approach in an EFL flipped speaking classroom. Educational Technology & Society, 24(4), 16-35.
  30. Liu, C., Hou, J., Tu, Y., Wang, Y., & Hwang, G. (2023). Incorporating a reflective thinking-promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 31(9), 5614-5632. https://doi.org/10.1080/10494820.2021.2012812
  31. Liu, G. L., Darvin, R., & Ma, C. (2024). Exploring AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation of Chinese EFL learners’ AI adoption and experiences. Computer Assisted Language Learning, 1-29. https://doi.org/10.1080/09588221.2024.2310288
  32. Mabuan, R. A. (2024). ChatGPT and ELT: Exploring teachers’ voices. International Journal of Technology in Education (IJTE), 7(1), 128-153. https://doi.org/10.46328/ijte.523
  33. Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., & Daradoumis, A. (2022). Educational AI Chatbots for Content and Language Integrated Learning. Applied Sciences, 12, 1-16. https://doi.org/10.3390/app12073239
  34. Marlina, R., & Xu, Z. (2018). English as a Lingua Franca. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1-13). John Wiley & Sons. http://dx.doi.org/10.1002/9781118784235.eelt0667
  35. McDonald, J. D. (2008). Measuring personality constructs: The advantages and disadvantages of self-reports, informant reports, and behavioral assessments. Enquire, 1(1), 75–94.
  36. Ji, H., Han, I., & Ko, Y. (2023). A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education, 55(1), 48-63, https://doi.org/10.1080/15391523.2022.2142873
  37. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., & Mulrow, C. D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Research and Methods and Reporting, 372(1). http://dx.doi.org/10.1136/bmj.n71
  38. Park, H. (2022). Effects of virtual reality-based English learning on Korean university students’ speaking ability. Multimedia-Assisted Language Learning, 25(4), 93–119. https://doi.org/10.15702/mall.2022.25.4.93
  39. Polyportis, A. (2024). A longitudinal study on artificial intelligence adoption: Understanding the drivers of ChatGPT usage behavior change in higher education. Frontiers in Artificial Intelligence, 6. https://doi.org/10.3389/frai.2023.1324398
  40. Praphan, P. W., & Praphan, K. (2023). AI Technologies in the ESL/ EFL writing classroom: The villain or the champion? Journal of Second Language Writing, 62. https://doi.org/10.1016/j.jslw.2023.101072
  41. Roller, M. R., & Lavrakas, P. J. (2015). Applied qualitative research design: A total quality framework. Guilford Publications.
  42. Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, 1-15. https://doi.org/10.3389/fpsyg.2023.1255594
  43. Sakach, A. N. (2022). Blue Canoe. CALICO Journal, 39(2), 248–256. https://doi.org/10.1558/cj.18393 Shafarini, R., Sariyati, I., & Saehu, A. (2023). Artificial intelligence on ELT for literature studies. IDEAS, 11(2), 1688-1702.
  44. Sharadgah, T., & Sa'di, R. A. (2022). A systematic review of research on the use of artificial intelligence in English language teaching and learning (2015-2021): What are the current effects? Journal of Information Technology Education: Research, 21, 337-358. https://doi.org/10.28945/4999
  45. Shardlow, M., Sellar, S., & Rousell, D. (2022). Collaborative augmentation and simplification of text (CoAST): Pedagogical applications of natural language processing in digital learning environments. Learning Environments Research, 25, 399-421. https://doi.org/10.1007/s10984-021-09368-9
  46. Shen, C., Shi, P., Guo, J., Xu, S., & Tian, J. (2023). From process to product: Writing engagement and performance of EFL learners under computer-generated feedback instruction. Frontiers in Psychology, 14, 1–13. https://doi.org/10.3389/fpsyg.2023.1258286
  47. Silverman, D. (2010). Doing qualitative research (3rd ed.). SAGE Publications.
  48. Sumakul, D. T., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232-256.
  49. Sütçü, S. S., & Sütçü, E. (2023). English teachers’ attitudes and opinions towards artificial intelligence. International Journal of Research in Teacher Education, 14(3), 183-193. https://ijrte.inased.org/files/5/manuscript/manuscript_4071/ijrte-4071-manuscript-200459.pdf
  50. Tolstykh, O. M., & Oshchepkova, T. (2024). Beyond ChatGPT: Roles that artificial intelligence tools can play in an English language classroom. Discover Artificial Intelligence, 4(60). https://doi.org/10.1007/s44163-024-00158-9
  51. Wang, X., Liu, Q., Pang, H., Tan, S. C., Lei, J., Wallace, M. P., & Li, L. (2023). What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis. Computers & Education, 194, 1-17. https://doi.org/10.1016/j.compedu.2022.104703
  52. Ward, M. (2017). ICALL’s relevance to CALL. In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 328-332). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.735
  53. Wei, L. (2023). Artificial intelligence in language instruction: Impacts on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology. 1-14. https://doi.org/10.3389/fpsyg.2023.1261955
  54. Xing, R. (2023). Advancements in English listening education: ChatGPT and convolutional neural network integration. Journal of Pedagogical Research, 7(5), 287–291. https://doi.org/10.33902/JPR.202323980
  55. Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8, 1–12. https://doi.org/10.3390/languages8030212
  56. Yang, K. (2024). Research on personalized English language learning based on artificial intelligence. Applied Mathematics and Nonlinear Sciences, 9(1), 1–17. https://doi.org/10.2478/amns-2024-2151
  57. Yeh, H. (2024). Revolutionizing language learning: Integrating generative AI for enhanced language proficiency. Educational Technology & Society, 27(3), 335–353. https://doi.org/10.30191/ETS.202407_27(3).TP01
  58. Zhang, C., Meng, Y., & Ma, X. (2024). Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate. System, 121. https://doi.org/10.1016/j.system.2024.103259
  59. Zhang, B., & Mao, J. (2023). On the teaching and learning in the information age of “big data + internet?” – Some thoughts on the application of ChatGPT in teaching. In C. F. Peng, A. Asmawi, & C. Zhao (Eds.), Proceedings of the 2023 2nd International Conference on Educational Innovation and Multimedia Technology (EIMT 2023) (pp. 1005-1016). Atlantis Press.
  60. Zhang, Z. (2022). The cultivation of cross-cultural communicative competence in English teaching under the background of artificial intelligence and big data. Wireless Communications and Mobile Computing. https://doi.org/10.1155/2022/9566066
  61. Zheng, Y., Wang, Y., Liu, K. S., & Jiang, M. Y. (2024). Examining the moderating effect of motivation on technology acceptance of generative AI for English as a foreign language learning. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12763-3
  62. Zhi, R., & Wang, Y. (2024). On the relationship between EFL students’ attitudes toward artificial intelligence, teachers’ immediacy and teacher-student rapport, and their willingness to communicate. System. https://doi.org/10.1016/j.system.2024.103341