A PRISMA-Based Systematic Review of Artificial Intelligence in English as a Foreign and Second Language Education (2023-2025)
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| Title: | A PRISMA-Based Systematic Review of Artificial Intelligence in English as a Foreign and Second Language Education (2023-2025) |
|---|---|
| Language: | English |
| Authors: | Emre Uygun (ORCID |
| Source: | Discover Education. 2026 5. |
| 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: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Artificial Intelligence, English (Second Language), Second Language Learning, Technology Uses in Education, Educational Research, Educational Practices |
| DOI: | 10.1007/s44217-026-01504-y |
| ISSN: | 2731-5525 |
| Abstract: | In recent years, artificial intelligence (AI) has gained increasing prominence in education, particularly in the teaching and learning of English as a foreign and second language (EFL/ESL). However, despite the rapid proliferation of AI tools, the existing body of research remains fragmented, lacking a consolidated understanding of how these technologies influence pedagogical practices and learning outcomes in EFL/ESL contexts. To address this gap, this review followed the PRISMA framework to systematically synthesize empirical studies published between January 2023 and September 2025 and retrieved from Web of Science and Scopus. The findings indicate that, although research remains contextually concentrated, AI tools primarily support personalized and adaptive learning experiences that enhance language proficiency, particularly in writing. AI-driven feedback mechanisms also contribute to increased student engagement and motivation. Nevertheless, significant integration challenges persist, including technical constraints, limited teacher preparation, and ethical and privacy concerns. Accordingly, strategic and pedagogically guided implementation is essential to maximize educational benefits. The review highlights the importance of sustained professional development, clear ethical governance, and equitable access to AI technologies to support responsible and effective integration in EFL/ESL education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1514199 |
| Database: | ERIC |
| Abstract: | In recent years, artificial intelligence (AI) has gained increasing prominence in education, particularly in the teaching and learning of English as a foreign and second language (EFL/ESL). However, despite the rapid proliferation of AI tools, the existing body of research remains fragmented, lacking a consolidated understanding of how these technologies influence pedagogical practices and learning outcomes in EFL/ESL contexts. To address this gap, this review followed the PRISMA framework to systematically synthesize empirical studies published between January 2023 and September 2025 and retrieved from Web of Science and Scopus. The findings indicate that, although research remains contextually concentrated, AI tools primarily support personalized and adaptive learning experiences that enhance language proficiency, particularly in writing. AI-driven feedback mechanisms also contribute to increased student engagement and motivation. Nevertheless, significant integration challenges persist, including technical constraints, limited teacher preparation, and ethical and privacy concerns. Accordingly, strategic and pedagogically guided implementation is essential to maximize educational benefits. The review highlights the importance of sustained professional development, clear ethical governance, and equitable access to AI technologies to support responsible and effective integration in EFL/ESL education. |
|---|---|
| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-026-01504-y |
