Artificial Intelligence in English as a foreign language learning: A systematic review of technologies, tools, and their impacts

This study undertook a thorough systematic review of the existing literature on artificial intelligence (AI) technologies and AI-based tools for English as a foreign language (EFL) learning and explored the current research state with the goal of identifying areas for enhancement to optimize language learning for EFL learners. A qualitative research method (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) was adopted and three steps were conducted to guide the review. This study examined 708 articles published from 2019 to 2024 and retained 103 in total. The findings show steady increase in literature between 2019 and 2024, predominantly centred on higher education participants, with comparatively less research on elementary, secondary students, and even pre-schoolers. Furthermore, the deep learning method was the most commonly used AI technology, complemented by the most frequent use of AI-based tools, particularly AI-powered chatbots as learning tools. These technologies have been effectively harnessed to bolster EFL learners’ integrated, writing, and speaking skills, with overwhelmingly positive impacts on their learning experience. The implications of these findings are twofold: first, there is a pressing need for future research to investigate the application of AI in EFL learning across all age groups; second, further exploration of AI technologies and their integration into diverse pedagogical approaches is warranted. This review highlights gaps in the research and provides recommendations for further studies of AI technologies and AI-based tools in EFL learning for researchers, students, and teachers.