ARTIFICIAL INTELLIGENCE AND LANGUAGE LEARNING: A SYSTEMATIC LITERATURE REVIEW OF CURRENT TRENDS AND FUTURE DIRECTIONS

Fince Leny Sambeka, Justien R. R. Wuisang, Jourike Jeane Runtuwarouw, Donal Matheos Ratu, Rinny Suryani Rorimpandey, Tirza Annette Kumayas, Fergina Lengkoan

Abstract


Pupose- This study aims to synthesize current empirical evidence on the use of AI in language education by identifying commonly used AI technologies, examining reported learning and teaching benefits, and analyzing persistent challenges and future research directions.

Methodology- The study employed a Systematic Literature Review (SLR) with qualitative thematic synthesis of 50 empirical studies published between 2023 and 2024. The studies were identified using AI- and language-learning-related search terms and examined through a structured data extraction process that covered AI tools, educational contexts, language domains, reported benefits, challenges, and theoretical perspectives. The extracted data were coded and analyzed thematically to identify recurring patterns, which were interpreted through the perspectives of Computer-Assisted Language Learning (CALL), Technology Acceptance Model (TAM), and Sociocultural Theory (SCT).

Findings-The findings showed that ChatGPT and generative AI systems dominate current AI-assisted language learning research. The most frequently reported benefit was feedback, scaffolding, and personalization (44%), followed by language performance and skill development (42%) and teacher support and pedagogical productivity (36%). However, major challenges included accuracy and reliability issues, such as hallucinations (38%), AI literacy and training needs (28%), and risks of over-reliance and reduced critical thinking (26%). 

Contribution-This study presents a comprehensive synthesis of recent empirical evidence and proposes a human–AI collaborative learning perspective.

Keywords


Artificial intelligence; language learning; ChatGPT; systematic literature review; AI literacy;

Full Text:

PDF

References


Ahmed, M. A. (2023). ChatGPT and the EFL classroom: Supplement or substitute in Saudi Arabia’s eastern region. Information Sciences Letters, 12(7), 2727–2734. https://doi.org/10.18576/isl/120704

Alenizi, M. A. K., Mohamed, A. M., & Shaaban, T. S. (2023). Revolutionizing EFL special education: How ChatGPT is transforming the way teachers approach language learning. Innoeduca: International Journal of Technology and Educational Innovation, 9(2), 5–23. https://doi.org/10.24310/innoeduca.2023.v9i2.16774

Alexander, K., Savvidou, C., & Alexander, C. (2023). Who wrote this essay? Detecting AI-generated writing in second language education in higher education. Teaching English with Technology, 23(2), 25–43. https://doi.org/10.56297/BUKA4060/XHLD5365

Algaraady, J., & Mahyoob, M. (2023). ChatGPT’s capabilities in spotting and analyzing writing errors experienced by EFL learners. Arab World English Journal, Special Issue on CALL, 9, 3–17. https://doi.org/10.24093/awej/call9.1

Allehyani, S. H., & Algamdi, M. A. (2023). Digital competences: Early childhood teachers’ beliefs and perceptions of the application of ChatGPT in teaching English as a second language. International Journal of Learning, Teaching and Educational Research, 22(11), 343–363. https://doi.org/10.26803/ijlter.22.11.18

Alhammad, A. I. (2024). The impact of ChatGPT on developing Saudi EFL learners’ literature appreciation. World Journal of English Language, 14(2), 331–341. https://doi.org/10.5430/wjel.v14n2p331

Alrishan, A. M. H. (2023). Determinants of intention to use ChatGPT for professional development among Omani EFL pre-service teachers. International Journal of Learning, Teaching and Educational Research, 22(12), 187–209. https://doi.org/10.26803/ijlter.22.12.10

Boudouaia, A., Mouas, S., & Kouider, B. (2024). A study on ChatGPT-4 as an innovative approach to enhancing English as a foreign language writing learning. Journal of Educational Computing Research. https://doi.org/10.1177/07356331241247465

Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press.

Cho, H. (2023). Analyzing ChatGPT’s judgments on the nativelikeness of sentences written by English native speakers and Korean EFL learners. Multimedia-Assisted Language Learning, 26(2), 9–32. https://doi.org/10.15702/mall.2023.26.2.9

Cong-Lem, N., Tran, T. N., & Nguyen, T. T. (2024). Academic integrity in the age of generative AI: Perceptions and responses of Vietnamese EFL teachers. Teaching English with Technology, 24(1), 28–47. https://doi.org/10.56297/FSYB3031/MXNB7567

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Dehghani, H., & Mashhadi, A. (2024). Exploring Iranian English-as-a-foreign-language teachers’ acceptance of ChatGPT in English language teaching: Extending the technology acceptance model. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12660-9

Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers’ perceptions. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12561

Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20, 57. https://doi.org/10.1186/s41239-023-00425-2

Gao, Y., Wang, Q., & Wang, X. (2024). Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models in language education: A study in China. Asia Pacific Journal of Education, 44(1), 29–44. https://doi.org/10.1080/02188791.2024.2305173

Ghafouri, M. (2024). ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class. System, 120, 103209. https://doi.org/10.1016/j.system.2023.103209

Ghafouri, M., Hassaskhah, J., & Mahdavi-Zafarghandi, A. (2024). From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill. Language Teaching Research. https://doi.org/10.1177/13621688241239764

Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29, 8435–8463. https://doi.org/10.1007/s10639-023-12146-0

Ibrahim, K. (2023). Using AI-based detectors to control AI-assisted plagiarism in ESL writing: “The terminator versus the machines.” Language Testing in Asia, 13, 46. https://doi.org/10.1186/s40468-023-00260-2

Kartal, G. (2024). The influence of ChatGPT on the thinking skills and creativity of EFL student teachers: A narrative inquiry. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2024.2326502

Kim, S., & Park, S. H. (2023). Young Korean EFL learners’ perception of role-playing scripts: ChatGPT vs. textbooks. Korean Journal of English Language and Linguistics, 23, 1136–1153. https://doi.org/10.15738/kjell.23.202312.1136

Klimova, B., Pikhart, M., & Al-Obaydi, L. H. (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Frontiers in Psychology, 15, 1269319. https://doi.org/10.3389/fpsyg.2024.1269319

Kucuk, T. (2024). ChatGPT-integrated grammar teaching and learning in EFL classes: A study of Tishk International University students in Erbil, Iraq. Arab World English Journal, Special Issue on ChatGPT, 100–111. https://doi.org/10.24093/awej/ChatGPT.6

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.

Liu, G. L., Darvin, R., & Ma, C. (2024). Exploring AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation of Chinese EFL learners’ AI adoption and experiences. Computer-Assisted Language Learning. https://doi.org/10.1080/09588221.2024.2310288

Liu, G., & Ma, C. (2024). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125–138. https://doi.org/10.1080/17501229.2023.2240316

Liu, M., Zhang, L. J., & Biebricher, C. (2024). Investigating students’ cognitive processes in generative AI-assisted digital multimodal composing and traditional writing. Computers & Education, 211, 104977. https://doi.org/10.1016/j.compedu.2023.104977

Mabuan, R. A. (2024). ChatGPT and ELT: Exploring teachers’ voices. International Journal of Technology in Education, 7(1), 128–153. https://doi.org/10.46328/ijte.523

Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed-methods intervention study. Smart Learning Environments, 11, 9. https://doi.org/10.1186/s40561-024-00295-9

Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 100050. https://doi.org/10.1016/j.rmal.2023.100050

Mizumoto, A., Shintani, N., Sasaki, M., & Teng, M. F. (2024). Testing the viability of ChatGPT as a companion in L2 writing accuracy assessment. Research Methods in Applied Linguistics, 3(2), 100116. https://doi.org/10.1016/j.rmal.2024.100116

Mohamed, A. M. (2024). Exploring the potential of an AI-based chatbot (ChatGPT) in enhancing English as a foreign language teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195–3217. https://doi.org/10.1007/s10639-023-11917-z

Mugableh, A. I. (2024). The impact of ChatGPT on the development of vocabulary knowledge of Saudi EFL students. Arab World English Journal, Special Issue on ChatGPT, 265–281. https://doi.org/10.24093/awej/ChatGPT.18

Muniandy, J., & Selvanathan, M. (2024). ChatGPT, a partnering tool to improve ESL learners’ speaking skills: Case study in a public university, Malaysia. Teaching Public Administration. https://doi.org/10.1177/01447394241230152

Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2024). Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2024.2319184

Rees, G. P., & Lew, R. (2024). The effectiveness of OpenAI GPT-generated definitions versus definitions from an English learners’ dictionary in a lexically orientated reading task. International Journal of Lexicography, 37(1), 50–74. https://doi.org/10.1093/ijl/ecad030

Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). Assessing the usability of ChatGPT for formal English language learning. European Journal of Investigation in Health, Psychology and Education, 13(9), 1937–1960. https://doi.org/10.3390/ejihpe13090140

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843

Tsai, C. Y., Lin, Y. T., & Brown, I. K. (2024). Impacts of ChatGPT-assisted writing for EFL English majors: Feasibility and challenges. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12722-y

Ulla, M. B., Perales, W. F., & Busbus, S. O. (2023). ‘To generate or stop generating response’: Exploring EFL teachers’ perspectives on ChatGPT in English language teaching in Thailand. Learning: Research and Practice, 9(2), 168–182. https://doi.org/10.1080/23735082.2023.2257252

Vo, T. K. A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: EFL students’ perceptions of technology acceptance. Journal of University Teaching and Learning Practice, 21, 6. https://doi.org/10.53761/fr1rkj58

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212

Yan, D. (2024). Feedback-seeking abilities of L2 writers using ChatGPT: A mixed-method multiple case study. Kybernetes. https://doi.org/10.1108/K-09-2023-1933

Yeh, H. C. (2024). The synergy of generative AI and inquiry-based learning: Transforming the landscape of English teaching and learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2024.2335491

Yuan, Y., Li, H., & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: Opportunities and challenges in education. Language Learning in Higher Education, 14(1), 41–56. https://doi.org/10.1515/cercles-2023-0006

Zheng, Y. D., & Stewart, N. (2024). Improving EFL students’ cultural awareness: Reframing moral dilemmatic stories with ChatGPT. Computers and Education: Artificial Intelligence, 6, 100223. https://doi.org/10.1016/j.caeai.2024.100223




DOI: https://doi.org/10.36987/jes.v13i5.9899

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Fince Leny Sambeka, Fergina Lengkoan, Donal Matheos Ratu, Rinny Suryani Rorimpandey, Tirza Annette Kumayas

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lisensi Creative Commons
Jurnal Eduscience (JES) by LPPM Universitas Labuhanbatu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY - NC - SA 4.0)