{"id":3438,"date":"2025-07-15T20:00:00","date_gmt":"2025-07-15T20:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=3438"},"modified":"2025-12-07T18:42:57","modified_gmt":"2025-12-07T18:42:57","slug":"article-07-issue-02-vol-6-july-2025","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=3438","title":{"rendered":"Article 07 Issue 02 vol 6 July 2025"},"content":{"rendered":"\n

Title: The Role of Artificial Intelligence in Educational Practices for English as a Foreign Language (EFL) University Education: A Systematic Literature Review<\/strong><\/h2><\/div><\/div>\n\n\n\n

Hafsa GHEDIR
Amar Telidji University of Laghouat, Algeria
h.ghedir@lagh-univ.dz<\/a>
https:\/\/orcid.org\/0000-0002-0285-0610

Amani BOUCHAREB
Amar Telidji University of Laghouat, Algeria
a.bouchareb@lagh-univ.dz<\/a>\u00a0
https:\/\/orcid.org\/0000-0002-0285-0610<\/strong><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

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\u2019s potential to revolutionise EFL education and underscores the necessity for thoughtful implementation to address these challenges effectively.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> Artificial Intelligence, EFL education, language learning, systematic review, educational technology<\/p><\/div><\/div>\n\n\n

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How to Cite this Paper :<\/strong><\/strong><\/p><\/div><\/div>\n\n\n\n

Ghedir, H., & Bouchareb, A. (2024). The role of artificial intelligence in educational practices for English as a foreign language (EFL) university education: A systematic literature review. ATRAS<\/em>,\u00a0 6<\/em> (2), 101-115.<\/p><\/div><\/div>\n\n\n\n

DOI:\u00a0
<\/a>https:\/\/doi.org\/10.70091\/Atras\/vol06no02.7<\/a><\/strong><\/p><\/div><\/div>\n\n\n\n

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Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

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