Artificial Intelligence and English Language Learning: A Systematic Review

Ezekiel Manire; Osias Kit Kilag; Nelson Cordova Jr.; Sarah Joyce Tan; Jinky Poligrates; Emerita Omaña

Authors

Ezekiel A. Manire Teacher III, Schools Division of Lucena City, Department of Education, Philippines Author https://orcid.org/0000-0001-5345-2869
Osias Kit T. Kilag Vice-President for Academic Affairs and Research, ECT Excellencia Global Academy Foundation, Inc., Buanoy, Balamban, Cebu, Philippines and School Principal, PAU Excellencia Global Academy Foundation, Inc., Toledo City, Cebu, Philippines Author https://orcid.org/0000-0003-0845-3373
Nelson A. Cordova Jr. Program Head, School of Teacher Education, DMC College Foundation, Inc. Fr. Patangan Road, Sta. Filomena, Dipolog City, Zamboanga del Norte, Philippines Author https://orcid.org/0009-0003-0939-2899
Sarah Joyce Q. Tan Teacher I, Schools Division of Lucena City, Department of Education, Philippines Author https://orcid.org/0009-0009-3428-4009
Jinky P. Poligrates Elementary Grade Teacher III, Schools Division of Lucena City, Department of Education, Philippines Author https://orcid.org/0009-0003-0699-8641
Emerita S. Omaña Elementary Grade Teacher I, Schools Division of Lucena City, Department of Education, Philippines Author https://orcid.org/0009-0009-0170-9509

Keywords:

Artificial Intelligence, English Language Learning, Intelligent Tutoring Systems, Language Acquisition

Abstract

This systematic review delves into the dynamic realm where Artificial Intelligence (AI) intersects with English Language Learning (ELL), examining the multifaceted impact of AI technologies on pedagogy and language acquisition. Four key themes emerged from an analysis of diverse studies. Firstly, a myriad of AI technologies, including Intelligent Tutoring Systems (ITS), Natural Language Processing (NLP), and Speech Recognition, weaves a tapestry of personalized and adaptive learning experiences. Secondly, the positive influence of AI on language acquisition is evident, with ITS showcasing efficacy in improving language skills and Speech Recognition contributing to enhanced pronunciation and speaking abilities. The third theme unveils evolving pedagogical models, where Blended Learning Approaches and Adaptive Learning Paths harmonize traditional and AI-driven instructional methods. Finally, methodological considerations and challenges underscore the diversity of research approaches, emphasizing the importance of ethical navigation in the integration of AI into language education. This synthesis not only paints a comprehensive picture of the current landscape but also beckons educators, researchers, and policymakers to collaboratively shape a future where AI augments and transforms English language learning into a dynamic and inclusive journey.

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