The Role of Artificial Intelligence in Educational Practices for English as a Foreign Language (EFL) University Education: A Systematic Literature Review
DOI:
https://doi.org/10.70091/Atras/vol06no02.7Keywords:
Artificial Intelligence, EFL education, language learning, systematic review, educational technologyAbstract
This systematic literature review synthesises findings from 24 peer-reviewed studies on the role of Artificial Intelligence (AI) in English as a Foreign Language (EFL) university education. The review reveals that AI technologies significantly advance language learning by offering personalised support, enhancing writing skills, and optimising feedback mechanisms. AI tools have been shown to improve language proficiency, foster student engagement, and increase motivation, while also presenting challenges such as digital literacy disparities and ethical concerns. Using a structured search across Google Scholar, ERIC, and ScienceDirect, the review analysed empirical studies published in 2024, focusing on experimental and quantitative research in EFL higher education. Tools such as ChatGPT, Grammarly, Quillbot, and custom chatbots are used for grammar correction, automated feedback, interactive conversation, plagiarism detection, and personalised learning. These tools have demonstrated effectiveness in improving students' speaking fluency, writing quality, vocabulary acquisition, critical thinking, and learner autonomy. Additional challenges include a lack of teacher training, infrastructure limitations, and concerns that overreliance on AI may undermine human instruction. This review highlights AI’s potential to revolutionise EFL education and underscores the necessity for thoughtful implementation to address these challenges effectively.
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