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Cited by 282Artificial Intelligence in EducationEFL/ESL Teaching and LearningEnglish Language Learning and Teaching

AI and English language teaching: Affordances and challenges

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Crompton, Helen, Edmett, Adam, Ichaporia, Neenaz, Burke, Diane·2024·British Journal of Educational Technology
DOI 10.1111/bjet.13460
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Abstract

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self‐regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI. Practitioner notes: What is already known about this topic English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. Empirical evidence shows that pupils can often face difficulties when learning English, with challenges such as irregularity in English spelling. AI has supported language teaching and learning with studies showing that AI can support language‐specific skills. What this paper adds Provides the scholarly community with a unique systematic review in the use of AI in ELT/L across learner levels. Identifies affordances of AI in ELT/L in speaking, writing, reading, pedagogy and self‐regulation. Identifies challenges of AI in ELT/L in technology breakdowns, limited capabilities, fear and standardising language. Provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Provides practical implications from the findings for educators, policy makers and program designers. Highlights the gaps in academic knowledge as a lack in the use of AI for assessment in ELT /L.

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  • Reviews targeting language education typically focus on potential benefits, affordances, challenges, future directions, attitudes, and overview of current state.

    “Reviews targeting language education typically focus on the potential benefits, affordances, challenges, future directions for AI applications, attitudes toward AI, and an overview of the current state of research.”

    From Generative AI in Language Education: Bridging Divide and Fostering Inclusivity (2025) · cites this paper as Crompton et al., 2024

    The Practitioner notes and Extant systematic reviews sections show that this paper reviews AI’s affordances, challenges, research gaps, and the current state of English language teaching and learning. But the paper describes earlier language-education reviews as often narrower in scope, and our copy does not establish that they typically focus on attitudes toward AI or all the listed topics. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Reviews targeting language education do not concentrate exclusively on how GenAI can be leveraged to narrow educational gaps and promote inclusivity in language education.

    “However, they do not concentrate exclusively on how GenAI can be leveraged to narrow educational gaps and promote inclusivity in language education-an area that warrants further exploration.”

    From Generative AI in Language Education: Bridging Divide and Fostering Inclusivity (2025) · cites this paper as Crompton et al., 2024

    The “Extant systematic reviews” section describes language-education reviews focused on pedagogical approaches, language skills, AI tools, and particular learner groups, supporting the general point that they have other focuses. It does not specifically assess whether those reviews concentrate on using generative AI to narrow educational gaps or promote inclusivity; no page number is available in our copy. (LLM, conf=0.76)

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Cited by

Sorted by citations

Authors
Crompton, H., Edmett, A., Ichaporia, N., & Burke, D.
Affiliations
  • Old Dominion University (US)
  • British Council (GB)
Corresponding author
Crompton, Helen
ORCID
Venue
British Journal of Educational Technology
Publisher
Wiley
Published
2024-03-30
Volume
55
Issue
6
Pages
2503-2529
ISSN
  • 0007-1013 (ISSN-L)
  • 1467-8535
DOI
10.1111/bjet.13460
OpenAlex
W4393342727
Cited by
282
References
7
Citations by year
2026: 143 · 2025: 118 · 2024: 21
FWCI
106.03
Type
journal article
Language
en
Open access
Licence
Locations
  • British Journal of Educational Technology (publishedVersion, cc-by-nc)
  • ODU Digital Commons (Old Dominion University) (submittedVersion, cc-by-nc)
Funders
British Council
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
Keywords
artificial intelligence in education, English language teaching, English as a foreign language, challenges of AI, speaking skills, writing skills, reading skills, self-regulation, language standardization, learner level

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