Transforming EFL Teaching with AI: A Systematic Review of Empirical Studies
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| Title: | Transforming EFL Teaching with AI: A Systematic Review of Empirical Studies |
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| Language: | English |
| Authors: | Arnab Kundu (ORCID |
| Source: | International Journal of Artificial Intelligence in Education. 2025 35(4):2281-2314. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, English (Second Language), Second Language Instruction, Program Effectiveness, Barriers, Technology Integration, Language Skills, Language Proficiency |
| DOI: | 10.1007/s40593-025-00470-0 |
| ISSN: | 1560-4292 1560-4306 |
| Abstract: | This systematic review explores the integration and impact of Artificial Intelligence in English as a Foreign Language teaching in schools, evaluating the effectiveness, challenges, and pedagogical implications of AI-driven tools. After screening 189 studies from seven databases, 22 relevant empirical studies focusing on experiential learning outcomes with AI use were selected, following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The findings highlight AI's transformative impact on school-based EFL education, offering tailored, interactive experiences. Students using AI tools showed significant improvements in reading, writing, listening, speaking, vocabulary, and overall language comprehension compared to traditional methods. Improvements in language proficiency align with all three domains of Bloom's Taxonomy. Tools like Natural Language Processing and Intelligent Tutoring Systems enhance instruction but struggle with language nuances and cultural contexts. Challenges like the digital divide, literacy gaps, teacher readiness and role confusion, cognitive load, and context-specific adaptation persist. Addressing these requires robust infrastructure, teacher training, and institutional support. The review offers valuable insights for teachers, policymakers, and researchers dedicated to advancing school-based EFL education with innovative AI solutions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499185 |
| Database: | ERIC |
| Abstract: | This systematic review explores the integration and impact of Artificial Intelligence in English as a Foreign Language teaching in schools, evaluating the effectiveness, challenges, and pedagogical implications of AI-driven tools. After screening 189 studies from seven databases, 22 relevant empirical studies focusing on experiential learning outcomes with AI use were selected, following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The findings highlight AI's transformative impact on school-based EFL education, offering tailored, interactive experiences. Students using AI tools showed significant improvements in reading, writing, listening, speaking, vocabulary, and overall language comprehension compared to traditional methods. Improvements in language proficiency align with all three domains of Bloom's Taxonomy. Tools like Natural Language Processing and Intelligent Tutoring Systems enhance instruction but struggle with language nuances and cultural contexts. Challenges like the digital divide, literacy gaps, teacher readiness and role confusion, cognitive load, and context-specific adaptation persist. Addressing these requires robust infrastructure, teacher training, and institutional support. The review offers valuable insights for teachers, policymakers, and researchers dedicated to advancing school-based EFL education with innovative AI solutions. |
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| ISSN: | 1560-4292 1560-4306 |
| DOI: | 10.1007/s40593-025-00470-0 |
