Aug 2026· Quality & Quantity· 0 citations· 122 references
TL;DR
GenAI is positioned as a transformative force in language education that offers technological innovation and new frameworks for inclusive, responsive, and emotionally attuned instruction.
Abstract
This paper examines the existing research on generative artificial intelligence (GenAI) in language education and highlights its potential to reshape teaching practices, learner engagement, and pedagogical design. By leveraging co-word analysis and BERTopic modeling on 908 publications from 2023 to the end of 2025, the article traces thematic patterns and conceptual developments in the GenAI field. The co-word analysis identifies key clusters at the intersection of GenAI and English language instruction, including its use in academic writing, translation, assessment, and learner-centered pedagogy. These themes demonstrate the critical role of GenAI in enabling personalized feedback, adaptive learning environments, and enhanced teacher–student interaction. The application of BERTopic modeling adds a semantic layer to this analysis and reveals diverse topics such as AI-assisted writing, teacher engagement with AI tools, emotional and motivational dynamics, and technology acceptance among learners. Results also indicate a progression from broad pedagogical experimentation toward more focused inquiries into learner psychology, ethical use, and professional development. This trend reflects the maturation of GenAI applications in both formal and informal educational contexts. The findings offer implications for language educators, curriculum designers, and policymakers by highlighting the need to integrate GenAI through pedagogically grounded, ethically responsible, and learner-centered approaches. They also suggest that future language education practices should combine AI literacy, transparent assessment policies, and teacher professional development to support effective and equitable GenAI adoption. Ultimately, the article positions GenAI as a transformative force in language education that offers technological innovation and new frameworks for inclusive, responsive, and emotionally attuned instruction.
Artificial Intelligence has emerged as a transformative force in English Language Teaching by reshaping classroom pedagogy, assessment practices, and learner engagement. In the contemporary educational environment, AI-based tools such as intelligent tutoring systems, automated writing evaluation platforms, chatbots, speech recognition applications, adaptive learning systems, and generative AI models are increasingly influencing how English is taught and learned. This paper examines the role of Artificial Intelligence in English Language Teaching with special focus on three major areas: pedagogical transformation, assessment innovation, and learner engagement. The study adopts a qualitative and analytical approach based on recent developments in AI-supported language education. It argues that AI can support personalized learning, immediate feedback, learner autonomy, differentiated instruction, and interactive language practice. At the same time, the paper highlights important challenges such as academic integrity, overdependence on technology, unequal digital access, ethical concerns, teacher preparedness, data privacy, and the risk of reducing language learning to automated performance. The paper concludes that AI should not be viewed as a replacement for English teachers, but as a pedagogical partner that can enhance human teaching when used critically, ethically, and contextually.
Dr.M.Leena Chandrika, Dr. V. V. Malinee· Stanzaleaf International Jou...· 0 citations
Artificial intelligence (AI) has emerged as one of the most influential technological innovations in contemporary education, significantly transforming language learning and teaching processes. This study provides a comprehensive overview of the use of artificial intelligence in language learning, examining its pedagogical foundations, applications, advantages, and challenges. The study first discusses major theories of language acquisition and language teaching approaches, highlighting the evolution of technology-assisted language learning. It then explores the role of AI-powered tools and applications in supporting language acquisition through personalized learning, real-time feedback, speech recognition technologies, virtual and augmented reality environments, and gamified learning experiences. The findings of the reviewed literature indicate that artificial intelligence enhances learner engagement, motivation, and language proficiency by adapting instructional content to individual needs and providing continuous support throughout the learning process. However, concerns related to data privacy, technological dependence, and the limited ability of AI systems to replicate human interaction remain important challenges. The study concludes that artificial intelligence should be viewed as a complementary educational tool rather than a replacement for teachers. Future developments in AI technologies are expected to further enrich language learning environments and contribute to more effective, accessible, and learner-centered language education.
Turkan Ismayilli , Javid Babayev, Hasan Alisoy· Journal of Azerbaijan Langua...· 0 citations
The article examines the role of artificial intelligence in language education, focusing on its impact on communicative interaction and student engagement. The study aims to analyze how AI-supported tools transform traditional approaches to language learning and contribute to the development of communicative practices in digitally mediated environments. The object of the research is language education in higher education institutions, while the subject is the influence of artificial intelligence on interaction and engagement in the learning process. The methodological framework includes discourse analysis, a structural-functional approach, and elements of comparative analysis. The empirical basis of the study consists of digital platforms and AI-based tools integrated within the DigiFLEd project. The results indicate that artificial intelligence enhances interaction through multimodal communication, supports student engagement via adaptive and interactive tasks, and contributes to the development of autonomous learning strategies. The study also identifies challenges related to information overload and the need for critical evaluation of AI-generated content. The scientific novelty lies in the interpretation of AI tools as elements of communicative and discursive transformation in language education. The practical significance is associated with the integration of AI technologies into teaching practice to improve learning outcomes.
V. Osypenko· Opera in linguistica ukraini...· 0 citations
Across the reviewed studies, generative AI was found to enhance language learning through personalized feedback, increased learner autonomy, and greater learning engagement, but concerns regarding academic integrity, AI literacy, ethical issues, and institutional readiness remain significant challenges to its sustainable implementation.
N. H. Hong Nhung· International journal of soc...· 0 citations
The integration of Artificial Intelligence (AI) in language education has redefined pedagogical practices, particularly in English as a Foreign Language (EFL) learning. While AI-powered tools promise to enhance personalization, engagement, and learner-centered approaches, their impact on learners' autonomy remains a subject of debate. This study aims to explores the dual role of AI in fostering, or potentially hindering, the development of autonomy among Moroccan university EFL learners. Drawing on both qualitative and quantitative data, the study investigates how AI tools influence learners’ decision-making, self-regulation, and motivation in language learning contexts. Combining quantitative data from questionnaires distributed to 200 EFL students with qualitative insights from interviews conducted with 10 professors, the research assesses how AI affects students' capacity for self-directed learning. The findings reveal prevalent use of AI-powered platforms such as ChatGPT, Google Translate, Grammarly, and Duolingo among EFL learners, primarily for language practice, grammar correction, vocabulary acquisition, translation tasks, and exam preparation. Both students and professors acknowledged that these tools can significantly enhance language learning autonomy by enabling personalized, flexible learning experiences and fostering increased responsibility and motivation. However, concerns were also raised about the potential downsides, particularly overreliance on AI, reduced engagement in critical thinking, and threats to academic integrity. While some professors observed improved student engagement and self-directed learning, others noted a decline in cognitive effort when learners relied too heavily on AI-generated content. Overall, AI emerged as a double-edged sword; it offers valuable support for autonomous learning, yet its unchecked use may hinder essential skill development. The study concludes that the thoughtful and guided integration of AI is crucial to ensure it strengthens rather than weakens EFL learner autonomy.
Hanae Ait Hattani· Proceedings of The World Con...· 0 citations
It is projected that the use of artificial intelligence (AI) in education, especially Teaching English as a Second Language (TESL), will alter TESL by improving teaching effectiveness and learner engagement. The use of AI in TESL classrooms may affect these results, according to this conceptual paper, which provides a framework for analysis. The study is based on research on constructivist learning theory, student engagement theory, and the Technological Pedagogical Content Knowledge (TPACK) framework, published between 2021 and 2025. To suggest an integrated model, the concept-building research paper assesses current research on a certain topic. It is anticipated that AI tools such as ChatGPT would promote personalized education by offering instantaneous feedback in an interactive manner, hence improving student behavior, emotion, and cognition. With less administrative work and more data-driven instructional decisions, the use of AI may also boost teaching productivity. However, problems like digital illiteracy, moral dilemmas, and over-reliance on technology could affect how it is used. By offering a paradigm to guide practice and upcoming empirical research in Malaysian higher education, this work contributes to the body of TESL literature already in existence.
Najihah Binti Mohammad Yusoff, Nadia Athira Binti Adam· International journal of res...· 0 citations
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