A systematic review of current trends in artificial intelligence in foreign language learning

• Published in: Saudi Journal of Language Studies Vol. 5; no. 1; pp. 1 - 16
• Main Author: Alhusaiyan, Eman
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Group Publishing Limited 22.01.2025
• Subjects: Artificial intelligence; Automation; Bibliometrics; Collaboration; Cooperative learning; Education; Educational technology; English as a second language; Feedback; Foreign language learning; Language; Learning environment; Learning outcomes; Natural language processing; Pedagogy; Questionnaires; Research design; Research methodology; Second language learning; Second language teachers; Second language writing; Student participation; Student writing; Systematic review; Teacher education; Teaching; Trends
• ISSN: 2634-243X; 2634-2448
• DOI: 10.1108/SJLS-07-2024-0039

PurposeThis study aims to examine the trends and advancements in AI-supported language learning over the past decade. By analyzing 15 empirical research articles, the study seeks to fill the gap in understanding the effectiveness and challenges of AI-assisted language learning for both first- and second-language learners.Design/methodology/approachThe research utilizes activity theory, which includes seven components: tool, subject, object, rules, community, division of labor and outcome. This theoretical framework helps to reveal the dynamic interactions and contradictions among these elements. The selection and screening process for relevant articles followed the PRISMA method, ensuring a systematic and comprehensive review.FindingsThe study found that AI-supported technology shows promise in enhancing language learning, particularly in areas such as writing quality, scoring accuracy and learner engagement. However, challenges remain in terms of dialogic competence and the necessity of teacher intervention in pedagogical design. While AI-supported systems can effectively aid in language acquisition, improvements are needed to foster language use for communication and collaborative design.Research limitations/implicationsThe review highlights the need for more empirical studies on the pedagogical impacts of AI-supported language learning and the engagement levels of both learners and teachers. It also underscores the importance of investigating the application of AI-assisted language learning in actual classroom environments.Practical implicationsThe implications of this study offer significant insights for both educational practice and future research in AI-supported language learning. As AI technologies continue to evolve, their potential to enhance learning outcomes and support teachers’ efforts becomes increasingly apparent. However, effective implementation requires not only the availability of technological tools but also proper pedagogical integration and teacher intervention. Furthermore, AI presents unique opportunities to personalize learning and foster collaboration among learners, aligning with the growing trend of hybrid learning environments.Originality/valueThis paper addresses the need for a comprehensive review of AI’s role in language education, providing insights into emerging trends and identifying areas for future research. It emphasizes the importance of integrating AI tools with educational theories and the necessity of teacher configuration in enhancing AI-supported language learning.