AI-integrated social-emotional learning (SEL) in EFL contexts: A rapid systematic review

Abstract

Artificial intelligence (AI) stands out as a rapidly developing and transformative technology in education; however, its integration with Social-Emotional Learning (SEL) in English as a Foreign Language (EFL) contexts has not been sufficiently studied in recent years. Although AI-powered tools such as chatbots, adaptive learning systems, and intelligent teaching platforms are increasingly used to improve foreign language skills, studies on how these technologies influence or support social and emotional aspects are limited in number. Given that AI is a relatively new and constantly evolving field in education, and SEL plays a central role in a holistic approach to education, a review of research at the intersection of these two areas can be insightful in terms of pedagogical and academic aspects. Therefore, we conducted a rapid systematic review to critically synthesize existing studies addressing AI-powered SEL applications in the EFL context, with the aim of identifying impact pathways, uncovering research gaps, and providing guidance for future studies. A comprehensive literature research was carried out across four databases in February 2026 (ERIC, SCOPUS, WOS and Google Scholar) depending on predefined inclusion criteria. A total of seven peer-reviewed research was included in this review. Findings indicated that AI integration in EFL-related social-emotional learning predominantly supports learners’ psychological well-being, motivation, self-regulation, communication, and academic development through personalized and low-anxiety learning environments. Findings also indicated that, alongside these positive outcomes, issues such as reduced human interaction, ethical concerns, and potential socio-emotional risks need to be carefully considered.