THE IMPACT OF ARTIFICIAL INTELLIGENCE TOOLS ON ENGLISH LANGUAGE LEARNING: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.22460/empowerment.v14i2.6222Keywords:
Artificial Intelligence (AI), English Language Learning, Systematic Literature ReviewAbstract
This study presents a Systematic Literature Review (SLR) that critically examines the impact of Artificial Intelligence (AI) devices on English language learning, aiming to synthesize existing empirical evidence on their effectiveness, challenges, and pedagogical implications. In an era increasingly shaped by technological advancements, AI has introduced transformative devices—from intelligent tutoring systems and chatbots to adaptive learning platforms and Natural Language Processing (NLP) applications—that are reshaping traditional language education paradigms. The review was conducted following PRISMA guidelines and involved a rigorous selection process from an initial pool of 3,810,000 articles sourced from Google Scholar, ultimately narrowing the selection to five empirical studies that met specific inclusion criteria, such as the focus on English language learning, empirical data collection, and peer-reviewed publications in English. The review findings suggest that AI-powered devices not only improve core language competencies such as grammar, vocabulary, reading comprehension, and writing skills, but also significantly enhance learner motivation and reduce language anxiety through personalized, interactive, and non-judgmental feedback mechanisms. However, the application of AI in educational contexts is not without its challenges, including concerns over data privacy, and differing perceptions between educators and learners regarding the role and reliability of AI. Most students expressed positive attitudes towards AI's capacity to facilitate self-directed and engaging learning experiences.
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