A Systematic Literature Review On The Application Of Artificial Intelligence In English Language Teaching And Learning

Thi-Tinh Vu, Thi-Boi-Ngoc Nguyen

Abstract


Artificial Intelligence (AI) has emerged as a significant force in reshaping English language teaching and learning, offering innovative opportunities to enhance educational practices. This review examines the diverse applications of AI in English language education and its growing influence on language acquisition. The integration of AI into Computer-Assisted Language Learning (CALL) has led to the development of Intelligent CALL (ICALL), enabling more personalized, adaptive, and learner-centered instructional experiences. AI-powered technologies, including virtual assistants, automated writing systems, and intelligent learning platforms, facilitate the development of core language competencies - speaking, writing, reading, and listening - through tailored content delivery and immediate feedback. Furthermore, AI contributes to increased learner engagement, autonomy, and confidence while helping to alleviate language-learning anxiety. Despite these advantages, several challenges remain, including the limited capacity of AI to emulate authentic human interaction, concerns surrounding data privacy and ethical use, and disparities in access to AI-based educational resources. Although AI demonstrates considerable potential for improving language proficiency, it is most effective when integrated with conventional pedagogical approaches rather than replacing them. Future research should address existing limitations, particularly regarding the cultivation of critical thinking, intercultural competence, and nuanced language use, while also promoting equitable access to AI-enhanced learning environments.

Keywords


Artificial Intelligence (AI), English language teaching and learning, language skills, systematic literature review

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DOI: http://dx.doi.org/10.52155/ijpsat.v58.1.8349

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