Artificial intelligence in school language education

Generative Artificial Intelligence in University Efl Education: A Review of Recent Studies and Pedagogical Implications

Across the reviewed studies, generative AI was found to enhance language learning through personalized feedback, increased learner autonomy, and greater learning engagement, but concerns regarding academic integrity, AI literacy, ethical issues, and institutional readiness remain significant challenges to its sustainable implementation.

Artificial Intelligence in Language Education

Artificial Intelligence for Academic Writing and Speaking in Higher Education: A Systematic Review and the Mediated AI-Pedagogy Cycle

Artificial intelligence (AI) is increasingly shaping higher education, particularly in the development of academic writing and speaking skills. While AI tools offer immediate feedback and personalized learning opportunities, existing research often focuses on their effectiveness without fully addressing their pedagogical and ethical implications. This creates a need for a more critically informed understanding of how AI influences language learning. This study examines the role of artificial intelligence (AI) in enhancing both academic writing and speaking skills in higher education through a systematic review of recent empirical studies. Drawing on 109 studies published between 2022 and 2025, the review adopts PRISMA guidelines to identify trends in the use of these tools. The findings indicate significant benefits, including increased learner engagement, improved linguistic accuracy, and immediate individualized feedback. These benefits include lexical development, structural coherence, improved pronunciation, and increased learner confidence through iterative practices. However, the review also identifies critical challenges, including risks of overreliance, reduced learner autonomy, and concerns related to linguistic bias. To address these concerns, the study proposes the implementation of the Mediated AI-Pedagogy Cycle, which positions educators as mediating agents between AI affordances and learner development. The study contributes a pedagogically grounded framework for integrating AI into higher education language instruction.

Artificial Intelligence in Language Education

Artificial Intelligence in Language Education

Artificial Intelligence in English Language Education: Transforming Writing, Pedagogy, and Academic Integrity

Artificial Intelligence (AI) has revolutionized Higher Education (HE) and is playing a pivotal role in shaping the landscape of English Language Education (ELE). The advent of AI-powered tools like ChatGPT, Grammarly, QuillBot, Copilot, and other generative AI tools has changed the way student learn, compose and interact with academic content. These technologies enable learners to receive instant feedback, individual support, language development and access to educational resources. At the same time, AI has revolutionized the way teaching is done, creating environments of adaptive learning and helping teachers design learning, evaluate and maintain student engagement. These benefits are clear, but there are serious issues to be addressed given the rapid development of AI and its impact on academic integrity, originality, plagiarism, and reliance on AI. This study aims to discuss the impact of AI on writing practice, writing instruction, and academic integrity in English Language Education. The researcher used semi-structured interviews and a qualitative phenomenological research design for collecting the data, which were comprised of 18 participants: university students and English language teachers. Three major themes emerged from the thematic analysis: AI as a writing enhancement tool, the impact of AI on pedagogy, and new academic integrity issues. Based on the results, it is concluded that AI has the potential to positively impact the enhancement of writing skills in various ways, such as grammar corrections, word selection, and personalized feedback. Pedagogical changes also were recognised as significant including increased autonomy and pedagogisation of the learner. However, challenges with the potential for misuse of AI content, the issue of students lacking critical thinking skills, and the lack of an ability to assess original student work were significant concerns. The study shows that AI must be adopted in the field of English Language Education by implementing ethical guidelines, AI literacy programs, and new assessment approaches. The findings are relevant to educational practitioners, institutions and policy makers, who are concerned with issues related to innovation and academic integrity in today's educational landscape.This paper explores the opportunities and potential dangers for higher education students to use ChatGPT in their academic writing.This paper examines the opportunities created by ChatGPT for higher education students' academic writing, along with the potential risks that may arise.