The Effects of Incorporating Artificial Intelligence into English-Language Teaching and Learning: A Systematic Review on Anxiety and Demotivation

Aim/Purpose: This study carried out a systematic review of the literature on artificial intelligence (AI) in English language teaching (ELT). The objective was to delineate the current research progress in the field and to further understand the challenges. Background: The study analyzed articles published between 2015 and 2021. Methodology: The qualitative research method was employed. Five steps were taken to steer the review. 200 articles were scrutinized; 64 were retained. Contribution: Prior research on AI in ELT has not investigated how the literature is progressing or what areas of AI are being covered. Without a holistic picture, some important research findings could be missed. Understanding how studies on AI in ELT are designed and implemented will contribute to a greater understanding of the existing state of research. Findings: Findings show that there is a promising future for AI in ELT. AI in ELT yielded positive results in terms of optimizing the English language skills, translation, assessment, recognition, attitude, satisfaction, etc. It was also found out that more and more articles on the topic are being published; the mixed research method is the most commonly used, higher education level is the most sampled, students as participants are the most sampled, and most studies developed novel AI-based systems. Various AI approaches have been identified in the reviewed studies, including machine learning, neural network, support vector machine, genetic algorithms, deep learning, decision tree, expert system, natural language processing, data mining, cloud computing, and edge computing. However, AI in ELT is still in its infancy, where little research has been conducted and gaps in the literature are still present, especially in terms of inherent issues related to body language, gestures, expressions, emotions, translation, lack of elaborate description of teaching material used for learning driven by AI, uncertainties and vagueness with regards to what can be considered under the realm of AI, and most authors being outside of the ELT discipline. Recommendations for Practitioners: This literature review is likely to provide practitioners with an overview of the current adopted technology, research method, instruments and/or tools, educational level, language skill, and the effects reported by the AI-based studies for designing effective systems for the use of AI in their ELT classrooms. Recommendation for Researchers: Researchers need to conduct research on AI in ELT along with a detailed in-depth description of the methodology, research design, and the proposed systems used to achieve AI in ELT. Furthermore, it is recommended that researchers explore the efficiency of AI-based systems used in previous research and ensure their relevance and functionality. They are also required to provide in-depth analysis of the challenges inherent to systems that have been highlighted in the literature, which will maximize the potentials of these AI-based technologies. Impact on Society: The findings of this paper can provide visualization of research findings that could particularly benefit researchers, educators, and AI specialists who are involved in the study of the applications of AI in ELT. Future Research: Future AI research needs to seriously include more detailed descriptions of the method in further research.

The role of Artificial Intelligence (AI) in learning and teaching English is becoming more significant in today's digital era. This study aims to analyze the use of AI in English Language Teaching (ELT) by identifying the most commonly used AI tools, their benefits, and challenges in implementation. Using a systematic review approach guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), this study systematically collected, selected and analyzed literature from academic databases such as Google Scholar, ScienceDirect, ERIC, DOAJ, and Mendeley. Articles were screened based on relevance, recency (published within the last five years), and accessibility (open access, English language). The results show that AI technologies such as chatbots, grammar correction tools, speech recognition systems, and machine translation platforms are widely used to improve students' pronunciation, listening comprehension, vocabulary acquisition, and writing skills. In addition, AI also facilitates personalized learning, reduces teacher workload, and promotes inclusive education. However, challenges such as limited accessibility, algorithmic bias, and ethical concerns must be addressed to ensure AI integration remains fair and effective in learning or teaching. This study provides valuable insights for educators and researchers in optimizing AI applications to improve the quality of English language learning or teaching while mitigating potential challenges. ABSTRAK Peran kecerdasan buatan dalam pembelajaran dan pengajaran bahasa Inggris menjadi semakin signifikan di era digital saat ini. Penelitian ini bertujuan untuk menganalisis penggunaan AI dalam Pengajaran Bahasa Inggris (ELT) dengan mengidentifikasi perangkat AI yang paling umum digunakan, manfaatnya, dan tantangan dalam implementasinya. Dengan menggunakan pendekatan tinjauan sistematis yang dipandu oleh PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), penelitian ini secara sistematis mengumpulkan, memilih, dan menganalisis literatur dari basis data akademis seperti Google Scholar, ScienceDirect, ERIC, DOAJ, dan Mendeley. Artikel disaring berdasarkan beberapa kriteria seperti relevansi, kemutakhiran (diterbitkan dalam lima tahun terakhir), dan aksesibilitas (akses terbuka, bahasa Inggris). Hasil penelitian menunjukkan bahwa teknologi AI seperti chatbots, alat koreksi tata bahasa, sistem pengenalan suara, dan platform penerjemahan mesin digunakan secara luas untuk meningkatkan pelafalan, pemahaman mendengarkan, akuisisi kosakata, dan keterampilan menulis siswa. Selain itu, AI juga memfasilitasi pembelajaran yang dipersonalisasi, mengurangi beban kerja guru, dan mempromosikan pendidikan inklusif. Namun, tantangan seperti aksesibilitas yang terbatas, bias algoritmik, dan masalah etika harus diatasi untuk memastikan integrasi AI tetap adil dan efektif dalam pembelajaran atau pengajaran. Studi ini memberikan wawasan yang berharga bagi para pendidik dan peneliti dalam mengoptimalkan aplikasi AI untuk meningkatkan kualitas pembelajaran atau pengajaran bahasa Inggris sekaligus mengurangi potensi tantangan yang ada.

In recent years, there has been a growing interest in the integration of artificial intelligence (AI) into various fields. Artificial Intelligence (AI) also has become a prominent technology in various fields, including education. One area where Artificial Intelligent (AI) has shown great potential is in English Language Teaching (ELT). With the rapid development of technology, Artificial Intelligent (AI) tools and applications have been integrated into language learning platforms, classrooms, and online resources, transforming the way English is taught and learned. In the realm of language teaching, Artificial Intelligent offers significant potential for enhancing the learning process and improving outcomes. English language teaching is no exception, as educators are exploring the potential of Artificial Intelligent (AI) to enhance language learning experiences. English language teaching is no exception, as Artificial Intelligent (AI) can enhance the learning experience for English language learners by providing personalized instruction, immediate feedback, and immersive language practice. This research addresses the extent to use artificial intelligence in English language teaching. Researcher used descriptive qualitative approach with questionnaire as technique of data collection. The results of this research are the Artificial Intelligence is needed in English language teaching. Artificial Intelligence also has negative and positive impact in English language teaching depend on utilized correctly and at the appropriate timing. Besides that, Artificial Intelligence also help students in improving their English skill like speaking, writing, and reading using product of Artificial Intelligence like Chat GPT, Quillbot, Grammarly, Plagiarism Checker, Paraphrasingtool.com. So, the use of Artificial Intelligent in English language teaching is very important or useful and also reducing the burden of teachers and improving teaching quality.

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

This research aims to evaluate the possible positive aspects of Artificial Intelligence (AI) technologies in English language teaching that occur when training learners of English as a Foreign Language (EFL) or English as a Second Language (ESL). The study seeks to understand how AI technology and methodologies enhance language learning and teaching, including the unique possibilities that arise when considering learners and educators with an evolving role in increasingly larger education systems and educational environments. It seeks to understand the potential of AI for personalizing English language training. Also, by asking the question study, if there are methods including Natural Language Processing (NLP), Machine Learning (ML), and AI-based analytics or tools, can they personalize learning experiences for EFL-ESL learners? A qualitative study was completed through interviews with learners from different experience levels engaged in EFL or ESL programs that used AI-based tools in the pedagogy. The results demonstrate that AI has positive opportunities for personalized language education in the EFL and ESL contexts, the ability to enhance language skills in specific domains, and offer customized language learning experiences. This research has indicated challenges that surround cultural elements, technical challenges, and distinctly human teaching and learning elements. The research also offers helpful information for English language learning and recognizes the shifting nature of personal learning experience whether enhanced through AI, the practical requirement of incorporating AI will also provide a unique lens and perspective in English language learning and teaching, recognize the affordances AI can offer, alongside students and language learning never being exclusively cultural or human.

Artificial Intelligence (AI) is now popularly turning the trends in English Language Teaching (ELT) to approaches and methods which will make learning personal and teaching easy and effective. This study addresses the involvement of AI in ELT and some of the many opportunities and challenges that it opens up for teachers and learners. In this study, a qualitative research approach has been adopted to explore the lived experiences and perceptions of university-level English teachers regarding AI integration in ELT. The data were analyzed thematically to discover challenges and opportunities related to AI incorporation in ELT using semi-structured interview procedures with six teachers from different campuses of the Sunsari district. AI-powered tools, such as chatbots, virtual tutors, and automated grading systems, increase personalized learning experiences; help restructure administrative work, while giving real-time feedback; and build dynamic learning environments with diversified linguistic needs for learners. Besides, AI integration suffers some constraints, including inadequate technological infrastructure, improper teacher training, ethical dilemmas, and digital inequity in terms of under-resourced; but otherwise, privileged communities. AI in the ELT scene is still immature in Nepal; it is largely limited in urban areas. Research requires such AI involvement to nourish educational gaps, offer worldwide resources, and endorse content-specific and individualized learning experiences. Finally, this article advocates the balanced co-usage of human intelligence with the aid of AI advancements to revolutionize ELT within ethical, infrastructural, and cultural challenges in creating an effective and inclusive learning ecosystem.

Artificial intelligence is a science to study the law of human intelligent activities. The application of artificial intelligence technology in College English teaching, combined with the development of auxiliary teaching language system, can effectively solve the problems such as lack of teachers and single teaching mode in the current college English teaching reform, and realize the sharing of teaching resources. It can effectively improve the quality of teaching, reduce the burden of teachers and strengthen students’ autonomous learning ability. This paper introduces the principle, characteristics and application fields of artificial intelligence, analyzes the problems of College English language teaching at present, and puts forward the implementation scheme of College English language assistant teaching system based on artificial intelligence technology. The system consists of two important parts: the expert system module of teacher’s English assisted instruction, which is based on the theory of expert system. It uses the combination of production and framework to express the knowledge in the field of English language, and uses uncertain fuzzy reasoning analysis to make the teacher understand the mastery of students’ knowledge points. In English language teaching, it uses neural network to establish the module of students’ autonomous learning system, Analyze the test situation of students, so that students can diagnose themselves.

в статье представлено исследование возможностей и перспектив использования искусственного интеллекта в преподавании английского языка. Описаны различные подходы к интеграции технологий искусственного интеллекта в образовательный процесс, а также рассмотрены особенности их применения в различных ситуациях и задачах обучения английскому языку. Приведены примеры и опыт успешного внедрения искусственного интеллекта в преподавание английского языка и проанализированы долгосрочные последствия влияния искусственного интеллекта на качество языкового образования. Выявлены комплексные возможности использования искусственного интеллекта в обучении, которые распределены по группам: функциональные возможности; возможности синергии с другими технологиями; дидактические возможности; возможности продуктивности; возможности универсализации. Обоснованы ограничения, связанные с применением конкретных технологий, а также факторы, влияющие на их эффективность; выделены требования, влияющие на достижение возможностей и перспективы применения искусственного интеллекта в преподавании английского языка. Предложены сценарии (перспективы) долгосрочного развития искусственного интеллекта в преподавании английского языка. По итогам проведенного исследования делаются выводы о необходимости комплексного планирования и учета системных требований для обеспечения продуктивного и целесообразного использования искусственного интеллекта в практике преподавания английского языка. the article presents a study on the opportunities and prospects of using artificial intelligence in English language teaching. Various approaches to integrating artificial intelligence technologies into the educational process are described, along with an examination of their application in different contexts and tasks related to English language teaching. Examples and experiences of successful implementation of artificial intelligence in English language teaching are provided, and the long-term impacts of artificial intelligence on the quality of language education are analyzed. The study identifies comprehensive opportunities for the use of artificial intelligence in education, categorized into functional opportunities, synergies with other technologies, didactic opportunities, productivity enhancements, and universalization potential. The limitations associated with specific technologies and the factors affecting their effectiveness are substantiated; requirements influencing the realization of these opportunities and the prospects for applying artificial intelligence in English language teaching are highlighted. Scenarios (prospects) for the long-term development of artificial intelligence in English language teaching are proposed. The study concludes with recommendations on the necessity of comprehensive planning and consideration of systemic requirements to ensure productive and appropriate use of artificial intelligence in the practice of English language teaching.

The integration of artificial intelligence (AI) into education has gained significant attention over the past few years, driven by the potential of AI to revolutionize teaching and learning processes. Despite the growing body of research on the application of AI in education, there remains a significant gap in understanding its trends and specific details within English Language Teaching (ELT). This study employed a bibliometric analysis to present a snapshot of contemporary research trends in AI applications in ELT. The study systematically analyzed 1,994 documents from 522 sources and 3,316 authors from the Scopus database between 2019 and 2024. The inclusion criteria and carefully crafted search syntax ensure that only the most relevant publications are included in the analyses. The results identify the most productive authors, sources, affiliations, and countries. Additional bibliographic coupling analysis reveals seven main clusters, ranging from AI applications in contextual language learning to big data analysis in ELT. Co-occurrence network analysis further underscores the interconnectedness of various research topics, such as machine learning, natural language processing, and autonomous learning systems. The growing body of research indicates that AI technologies are increasingly being integrated into educational practices, offering more personalized, efficient, and engaging learning experiences. This study provides a detailed overview of the current landscape of AI research in ELT. By understanding these dynamics, educators, researchers, and policymakers can better leverage AI technologies to enhance educational outcomes and address the evolving needs of learners in a rapidly changing digital world.

The integration of artificial intelligence (AI) in education is reshaping English language teaching (ELT), redefining the ‘assistant’ function of technology and the ‘interaction’ roles of language instructors. This study specifically investigates instructors’ roles in AI-powered learning environment and its benefits for ELT. It develops a conceptual framework for AI powered ELT. Using a qualitative approach, data were gathered through online focus group discussions with 22 instructors from different regions. The thematic analysis revealed that AI empowers ELT by enabling personalized teaching, mono-active language practice, increased productivity, automated feedback and assessment, and adaptive material creation. Additionally, instructors assume four key roles: evolving facilitators, blended role practitioners, flexible material designers, and creative prompters. These transformations reflect a departure from the assistant function and the facilitator roles cantered on human interaction to more mono-active roles aligned with AI-powered innovations. The study highlights the necessity for ELT to embrace these new roles to effectively navigate the evolving dynamics of ELT in the different region in the AI era. Acknowledging its qualitative limited scope, the study recommends further broader research on these transformations with specific attention to language skills.

Exploring Perceptions and Experiences: Integrating AI in English Language Teaching from the Perspectives of Learners and Educators. Purpose: This study aims to explore learners’ and faculty members’ perceptions of the enactment of Artificial Intelligence (AI) technologies in English Language Teaching (ELT) based on the Community of Inquiry (CoI) Framework; in particular, intending to investigate the perceived benefits, challenges, and pedagogical implications of artificial intelligence adoption in the Indonesian education landscape. Methods: Using a mixed-methods sequential explanatory design, the study commenced with quantitative data collection through questionnaires issued to learners and educators. The next phase involved qualitative data collection through in-depth interviews and focus group discussions, which provided greater depth of insight into participants’ experiences and attitudes. Findings: In this sense, it is significant that the positive impact of artificial intelligence on ELT was reported above. Educators also acknowledged the role of AI in enhancing traditional practices and facilitating classrooms that are more dynamic and student-centered. Nonetheless, there are concerns about privacy, data security, and whether AI-driven tools are culturally nuanced enough for language instruction. Conclusion: Such fears underscore the need for contextually appropriate implementation guidelines that adapt AI tools to align with pedagogy norms and moral codes found in local education systems. This work thus contributes to the growing literature on the implementation of AI technology in language education by providing empirical evidence of effective integration of this technology, particularly in Indonesia. The outcomes will serve not solely to inform educators and policymakers on the best practices surrounding AI integration throughout ELT but also to affirm the addressing of protection and cultural acclimatization challenges. Overall, the research sets forth a roadmap for AI’s potential pedagogical role in shaping language instruction practice and policy. Keywords: artificial intelligence, community of inquiry, english language teaching, experiences, perceptions.

Technological advancements in education offer innovative tools that significantly impact the teaching and learning processes. Among these innovations, artificial intelligence (AI)-supported tools such as AutoGPT promise revolutionary changes in the field of English Language Teaching (ELT). This study aims to investigate the integration of AutoGPT into feedback processes in ELT at a private school in Konya. The research seeks to explore the effects of AutoGPT on feedback mechanisms in ELT and to examine teachers’ perceptions and experiences regarding the use of this AI tool. Conducted from a basic qualitative research design, this study involved semi-structured interviews with English teachers who had at least two years of teaching experience and had used AutoGPT for feedback purposes. The interviews aim to uncover teachers' views on the effectiveness of AutoGPT and the challenges encountered. The data were analyzed using thematic analysis with MAXQDA 24 software, identifying key themes related to the advantages, limitations, and practical applications of AutoGPT in ELT. The findings reveal that teachers consider AutoGPT a valuable tool for providing quick and comprehensive feedback on student writing. It was highlighted that AutoGPT effectively addresses students' difficulties in understanding concepts, alleviates teachers' workload, and offers objective evaluations to save time. However, concerns about the excessive use of technology potentially reducing students' sense of responsibility were also expressed. This study indicates that experienced teachers are necessary for the effective use of AutoGPT in ELT, and in this context, the development of comprehensive AI training programs for teachers is proposed.

The integration of artificial intelligence (AI) in English language education has generated significant interest and anticipation due to its potential to transform teaching methodologies and enhance learning outcomes. With this in mind, the present study explored the perspectives of 452 Iranian EFL instructors on AI integration in English language education, focusing on efficiency, social and emotional development, engagement, feedback, critical thinking, and the role of teachers. The participants’ thoughts, opinions, and concerns regarding advantages, disadvantages and challenges were gathered through an online questionnaire that included both closed and open-ended questions. This was followed by semi-structured interview sessions with a cohort of EFL instructors, facilitating the collection of both qualitative and quantitative data. The results revealed predominantly positive perceptions regarding AI technology such as ChatGPT in English language education. However, concerns regarding AI tools’ capabilities and limitations were expressed. EFL instructors held neutral attitudes towards the impact of AI tools such as ChatGPT on students’ social-emotional development and high order skills. The results further highlighted a spectrum of opinions on the merits (e.g., fostering collaboration and community building), drawbacks (e.g., insufficient consideration of sociolinguistic nuances and Americentric data), and potential challenges (e.g., apprehension of change) associated with AI integration. The study concluded by discussing the implications of these findings for English language education in Iran and offering recommendations for the effective and ethical integration of AI tools in EFL classrooms.

Persistent scepticism among English language educators regarding the implementation of AI tools stems from uncertainties about their pedagogical effectiveness and equitable application in heterogeneous classroom settings. Concerns regarding the potential depersonalization of instruction, and the intensification of existing educational inequities are frequently mentioned in the literature. Therefore, careful investigational research is essential to systematically examine these apprehensions, substantiate their validity, and guide the responsible integration of AI technologies within the domain of English language teaching. This research article aims to address this gap. The study will investigate the potential of using Artificial Intelligence (AI) in English Language Teaching (ELT) in large classes with diverse student profiles. As classrooms become increasingly heterogenous, with students from different linguistic, cultural, and academic backgrounds, traditional teaching methods may not effectively address the learning needs of every individual learner. This study is aimed at analysing the perceptions and experiences of students and instructors when AI-based tools and techniques are utilized in ELT. The findings will shed light on whether AI can enhance learning outcomes, engagement, and personalized instruction in large heterogeneous classes. The study also examines any challenges or barriers that may arise with the integration of AI in ELT. The results of this study will provide valuable insights into the scope and potential of incorporating AI in ELT to accommodate the diverse needs of learners in large class settings.