TRANSFORMING AI IN ENGLISH LANGUAGE LEARNING: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.55197/qjssh.v7i1.945Keywords:
artificial intelligence, English language, learning, educationAbstract
AI technology is changing the way the world learns English with adaptive, interactive and data-driven learning in various context. This review draws on new evidence to explore AI-supported English language learning with attention to learner outcomes, engagement and implementation challenges. The aims of the study are to assess the impact of AI-driven tools on core language competences, understand how AI captures motivation and engagement as well as uncover potential prospects for and barriers to integrating AI in English education. A systematic review of the literature for studies published from 2020-2025 was conducted through PRISMA-guided screening of peer-reviewed articles identified through major databases with data extracted on study design, participant characteristics, AI tool(s), outcomes and contextual factors. The findings show that AI-mediated interventions accelerate the development of listening, speaking, reading and writing skills as well as motivation and autonomy through immediate, personalised feedback and multimodal tasks. When AI supports context-driven learning or differentiation, the benefits are highest. However, concern persist regarding data privacy and reliability of AI-based feedback, overreliance on such systems, inequalities in access and continued teacher training remain. The concluding section emphasizes the potential of AI for scalable, engaging language learning provided is done ethically, evaluated rigorously with fair access and ongoing professional development.
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