Artificial Intelligence-Supported English as a Foreign Language Learning: A Narrative Review of Personalisation, Feedback, Engagement and Pedagogical Collaboration
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| Title: | Artificial Intelligence-Supported English as a Foreign Language Learning: A Narrative Review of Personalisation, Feedback, Engagement and Pedagogical Collaboration |
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| Language: | English |
| Authors: | Sultan Hammad Alshammari (ORCID |
| Source: | International Journal of Technology in Education and Science. 2026 10(2):219-236. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, Artificial Intelligence, Technology Uses in Education, English (Second Language), Second Language Learning, Individualized Instruction, Feedback (Response), Learner Engagement, Learning Motivation, Skill Development |
| ISSN: | 2651-5369 |
| Abstract: | The rapid advancement of artificial intelligence (AI) has substantially reshaped educational practices substantially, particularly within English as a Foreign Language (EFL) learning contexts. This narrative review synthesises peer-reviewed research published between 2020 and 2025 to examine how AI supports EFL learners across six key dimensions: learning personalisation and adaptation; assessment and feedback; student engagement and motivation; study support and skills development; teacher-student-AI pedagogical collaboration; and critical challenges and ethical considerations. Drawing on recent high-quality peer-reviewed journal articles, the review employs a thematic synthesis approach to integrate diverse theoretical perspectives, empirical evidence and pedagogical insights. The findings indicate that AI-supported technologies can enhance EFL learning by enabling adaptive instruction, delivering timely and formative feedback, fostering learner engagement and motivation, and supporting self-regulated learning and language skill development. Simultaneously, the review underscores the importance of human-centric pedagogical design, highlighting that AI is most effective when positioned as a complement to, rather than a substitute for, teacher expertise and learner agency. Key challenges -- including academic integrity, ethical concerns, data privacy, algorithmic bias, overreliance on technology and inequitable access -- also are identified as significant constraints on effective AI integration. Overall, this review offers an integrative and pedagogically grounded account of AI-supported EFL learning and poses implications for instructional practice, teacher education and future research aimed at promoting responsible, equitable and sustainable uses of AI in language education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506371 |
| Database: | ERIC |
| Abstract: | The rapid advancement of artificial intelligence (AI) has substantially reshaped educational practices substantially, particularly within English as a Foreign Language (EFL) learning contexts. This narrative review synthesises peer-reviewed research published between 2020 and 2025 to examine how AI supports EFL learners across six key dimensions: learning personalisation and adaptation; assessment and feedback; student engagement and motivation; study support and skills development; teacher-student-AI pedagogical collaboration; and critical challenges and ethical considerations. Drawing on recent high-quality peer-reviewed journal articles, the review employs a thematic synthesis approach to integrate diverse theoretical perspectives, empirical evidence and pedagogical insights. The findings indicate that AI-supported technologies can enhance EFL learning by enabling adaptive instruction, delivering timely and formative feedback, fostering learner engagement and motivation, and supporting self-regulated learning and language skill development. Simultaneously, the review underscores the importance of human-centric pedagogical design, highlighting that AI is most effective when positioned as a complement to, rather than a substitute for, teacher expertise and learner agency. Key challenges -- including academic integrity, ethical concerns, data privacy, algorithmic bias, overreliance on technology and inequitable access -- also are identified as significant constraints on effective AI integration. Overall, this review offers an integrative and pedagogically grounded account of AI-supported EFL learning and poses implications for instructional practice, teacher education and future research aimed at promoting responsible, equitable and sustainable uses of AI in language education. |
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| ISSN: | 2651-5369 |
