A Systematic Review of Research on the Applications of Artificial Intelligence in Learning English as a Foreign Language

The incorporation of Artificial Intelligence (AI) tools into English language learning in higher education has recently gathered momentum. This systematic review probes over the robust realm where Artificial Intelligence (AI) is amalgamated into English Language Learning (ELL), examining the many-sided and heterogeneous impact of AI technologies on English language acquisition. The current study utilizes the five-step method form to locate AI tools that can be entailed in EFL classes to augment learners’ motivation and engagement while diminishing their learning anxiety (Wolfswinkel, Furtmueller, & Wilderom, 2013) [40]. A thorough and methodical review of pertinent literature was performed across various electronic databases, comprising but not circumscribed to Google Scholar, IEEE Xplore, PubMed, ERIC, Web of Science, and Sage. The review in the current study covers articles published between 2018 to 2014. The analysis of the research and studies pinpointed the impact of AI tools on three prime areas, namely students’ motivation, engagement, and learning anxiety. Lastly, the discussion of methodological challenges draws attention to the variety of research strategies, stressing the dire need for ethical considerations in the incorporation of AI into language education. This overview not only provides a meticulous and particularized understanding of the current landscape but also calls on educators, researchers, and policymakers to work collaboratively to mold a future where AI augments and transforms the process of learning English into an exhilarating and all-inclusive experience.