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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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1 retracted
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“Unlike the traditional statistical MT, NMT aims to build a single neural network to maximize translation performance and overcome many weaknesses of conventional phrase-based translation systems (Bahdanau et al., 2014; Wu et al., 2016b).”
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“With the deep learning (DL)-based AI techniques developing rapidly (Dong et al., 2021), DL has earned research attention in AIEd, especially in the EFL context.”
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“With Artificial Intelligence (AI) consistently penetrating all domains of human life, recent years have witnessed the dramatic growth of AI in education (AIEd) (Hwang et al., 2020).”
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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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