AI Harnessing in Language Learning: A Systematic Review of Opportunities for Innovation and Pedagogical Transformation
TL;DR
The findings reveal that generative AI and conversational agents are increasingly becoming integral components in language education, utilised by educators to offer personalised feedback, adaptive practice, and student engagement and motivation.
Abstract
This research presents a systematic review of the use of artificial intelligence (AI) in language education, synthesising evidence on tools used for teaching and learning. The review encompassed empirical, conceptual and review studies identified from key education and language databases and is focused on AI use by language learners and teachers in both formal and non-formal contexts. The review is organised under five main dimensions: (1) stakeholder perceptions and readiness; (2) AI applications and associated technologies; (3) AI tools’ impact on language skills and affective factors; (4) pedagogical integration and instructors’ professional development; and (5) overall affordances/challenges and the future implications. The findings reveal that generative AI and conversational agents are increasingly becoming integral components in language education, utilised by educators to offer personalised feedback, adaptive practice, and student engagement and motivation. Evidence also indicates positive impacts regarding writing quality, oral performance, vocabulary, and academic motivation. However, the integration of AI is not universally beneficial: its value is heavily contingent upon learner proficiency, task design and teacher mediation, coupled with risks of learners’ over-reliance, diminished metalinguistic awareness, anxiety or threats to academic integrity. AI literacy, infrastructural and policy constraints, data privacy and bias, and geographic and linguistic inequities in evidence-based research are the most highlighted challenges necessitating system-wide planning of AI harnessing in education.
