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How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context
Open accessAbstract
The booming Artificial Intelligence (AI) provides fertile ground for AI in education. So far, few reviews have been deployed to explore how AI empowers English as Foreign Language (EFL) teaching and learning. This study attempts to give a brief yet profound overview of AI in the EFL context by summarizing and delineating six dominant forms of AI application, including Automatic Evaluation Systems, Neural Machine Translation Tools, Intelligent Tutoring Systems (ITSs), AI Chatting Robots, Intelligent Virtual Environment, and Affective Computing (AC) in ITSs. The review furthermore uncovers a current paucity of research on applying AC in the EFL context and exploring pedagogical and ethical implications of AI in the EFL context. Ultimately, challenges from technical and teachers' perspectives, as well as future research directions, are illuminated, hopefully proffering new insights for the future study.
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“The coronavirus disease 2019 pandemic accelerated the adoption of digital learning tools, highlighting the potential of AI to maintain educational continuity and support remote learning, even in complex skill domains like communication [4].”
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Exploring the Impact of AI on The EFL Context: A Case Study of Saudi Universities
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THE READINESS TO USE AI IN TEACHING SCIENCE: SCIENCE TEACHERS' PERSPECTIVE
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“Ethical considerations like privacy and inclusivity are vital (Jiang, 2022; Otero et al., 2023; Williams et al., 2020).”
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A Study on the Efficacy of ChatGPT-4 in Enhancing Students’ English Communication Skills
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“Existing studies collectively expounded the applicability of AI in language learning and teaching, providing noteworthy insights into the potential benefits, challenges, and risks of AI technologies (Alenezi et al., 2023; Boudouaia et al., 2024; Jiang, 2022; Y. Lin & Yu, 2025).”
Enhancing Language Teaching Materials Through Artificial Intelligence
Singha, S., Singha, R., & Jasmine, E. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0872-1.ch002 · Cited by 24
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Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy
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“This suggests a critical need for more empirical studies (Fidan & Gencel, 2022) that explore the pedagogical effectiveness of AI chatbots in diverse learning environments and investigate their long-term impact on language acquisition and proficiency (Jiang, 2022).”
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The Influence of Generative AI on Interpersonal Communication Dynamics
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A bibliometric analysis of the application of AI chatbots in language learning contexts
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“There are various types of ITSs (e.g., Bibauw et al., 2019) and some use AI and machine learning algorithms to adapt to the needs of users (Jiang, 2022).”
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“The content analysis for highly related terms searched for EFL and AI, offered by Jiang (2022), differentiates between the six most common forms of AI used in the EFL context.”
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Guarding Integrity: A Case Study on Tackling AI-Generated Content and Plagiarism in Academic Writing
Alawad, E. A., Ayadi, H. H., & Alhinai, A. A. (2025) · Theory and Practice in Language Studies · doi:10.17507/tpls.1506.02 · Cited by 9
“According to Jiang (2022), technology must be integrated into academic settings with integrity and professionalism.”
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A Qualitative Journey on Instructors' Perceptions of Artificial Intelligence in EFL Education
Dinçer, N., & Bal, S. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0872-1.ch005 · Cited by 8
Research on Personalized English Language Learning Based on Artificial Intelligence
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Balkır, N. B., & TOPKAYA, E. (2025) · Journal of Academic Ethics · doi:10.1007/s10805-025-09632-0 · Cited by 7
“This technological evolution has had a profound impact across a range of sectors, with education standing out as a domain where the influence is both significant and multifaceted (Holmes et al., 2019; Jiang, 2022).”
Effects of an AI-based reading progress tool on third-grade EFL learners’ oral reading fluency
Al-Bogami, R. M., & Alahmadi, N. (2025) · Computers and Education Open · doi:10.1016/j.caeo.2025.100283 · Cited by 17
ENGLISH TEACHING JUST GOT AN UPGRADE: HOW AI IS REVOLUTIONIZING TESOL
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InfluentialHow AI shapes self-regulated learning in foreign language education
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“Regarding classroom configurations, Jiang [35] classifies AI applications in EFL into six mainstream types: automated scoring, neural machine translation, intelligent tutoring systems, AI chatbots etc.”
Use of Artificial Intelligence in Foreign Language Education in Higher Education Settings
Klímová, B., & Pikhart, M. (2025) · Digital education and learning · doi:10.1007/978-3-032-03977-4_13 · Cited by 10
Challenges of integrating ChatGPT into EFL writing: an Activity Theory framework
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Ironsi, C. S., & Bostancı, H. B. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1763238 · Cited by 18
Understanding EFL teachers’ affective and cognitive responses to ChatGPT in higher education
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“…teaching has long been in the spotlight of the education community (Wang and Xue 2024). signi fi Extensive research indicates that AI holds cant potential to enhance teaching processes, emotional experience, and effectiveness (Dai and Wang 2024; Gentile et al. 2023; Jiang 2022; Mohamed 2023).”
Okyar, H. (2023) · RumeliDE Dil ve Edebiyat Araştırmaları Dergisi :/RumeliDe Dil ve Edebiyat Araştırmaları Dergisi · doi:10.29000/rumelide.1369170 · Cited by 7
“This issue was also underlined in a previous review study by Jiang (2022).”
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Prasetya, Y. Y., Reba, Y. A., Muttaqin, M. Z., Taufiqulloh, T., Susongko, P., Hartinah, S., Muslihati, M., Sudibyo, H., & Mataputun, Y. (2024) · doi:10.1109/icet64717.2024.10778448 · Cited by 19
Applying the AI assessment scale in writing and translation for EFL
Roe, J., Perkins, M., & Furze, L. (2025) · Artificial Intelligence in Education · doi:10.1108/aiie-02-2025-0034 · Cited by 21
“…the literature suggests that AI use requires teachers to engage in professional training to be prepared to embed AI into EFL where appropriate (Jiang, 2022), which must be done with the awareness that such technologies can provoke strong emotional reactions from teachers and learners (Shen &…”
A mesterséges intelligencia alkalmazása a nyelvtanulásban
Porkoláb, Á., & Fekete, T. (2023) · Iskolakultúra · doi:10.14232/iskkult.2023.8.67 · Cited by 14
AI-assisted grammar learning: Improving present perfect tense proficiency in EFL students
Yener, B., & Selçuk, H. (2024) · The Literacy Trek · doi:10.47216/literacytrek.1556837 · Cited by 5
AI integration in ELT as a disruptive mechanism
Idapalapati, S. R. (2024) · International Journal of Science and Research Archive · doi:10.30574/ijsra.2024.12.1.0941 · Cited by 5
Gusman, E., Gide, E., Elkhodr, M., & Chaudhry, G. M. (2024) · International Conference on Information Technology Based Higher Education and Training (ITHET) · doi:10.1109/ithet61869.2024.10837597 · Cited by 6
Alas, D. K., & Pehlivan, A. (2025) · International Online Journal of Primary Education · doi:10.55020/iojpe.1707387 · Cited by 4
Davin, K. J., Kissau, S., Haudeck, H., Ade-Thurow, B., Gómez-Pereira, D., Oon, P. T., & Dornburg, A. (2026) · System · doi:10.1016/j.system.2025.103901 · Cited by 4
Review of Artificial Intelligence-Based Tools in EFL Classroom
Luo, J., & Qiu, L. (2024) · Arts Culture and Language · doi:10.61173/s266nr95 · Cited by 4
https://allacademicresearch.com/index.php/AJSTEME/article/view/89
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“To promote AI acceptance, it is important to alleviate teachers’ “negative emotions” and introduce high-quality training opportunities through practicums and workshops incorporating diverse “EFL contexts” and “multiple teaching modes” (Jiang, 2022, p.5).”
ESP students’ attitudes towards using digital dictionaries and AI-based tools in language learning
Lenard, D. B., & Šokčević, K. (2024) · e-mentor · doi:10.15219/em107.1684 · Cited by 8
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“However, the growing body of literature suggests that AI can enhance language teaching and learning, particularly in online contexts [28].”
Ai-RACE as a Framework for Writing Assignment Design in Higher Education
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Jia, D., Chen, X., & Wang, Y. (2026) · Journal of Intelligence · doi:10.3390/jintelligence14090204 · Cited by 3
“These tools are specifically beneficial for EFL students because they provide chances consistent with efficient educational practices, like customized and quick feedback on fluency, pronunciation, and other dimensions of speaking performance (R. Jiang, 2022).”
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Impact of AI chatbots on EFL learners’ technology adoption
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Metadata
- Authors
- Jiang, R.
- Affiliations
- Tianjin University of Finance and Economics Pearl River College (CN)
- Corresponding author
- Jiang, Ruihong
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2022-11-16
- Volume
- 13
- Pages
- 1049401-1049401
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC9709327
- OpenAlex
- W4309307641
- Cited by
- 181
- References
- 74
- Citations by year
- 2026: 54 · 2025: 58 · 2024: 50 · 2023: 19
- FWCI
- 4.00
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Educational Technology and Pedagogy
- Keywords
- artificial intelligence in education, English as a foreign language, automatic evaluation system, neural machine translation, intelligent tutoring systems, AI chatbots, intelligent virtual environments, affective computing, ethical implications of AI, teacher perceptions
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