A Systematic Literature Review of the Impact of using Artificial Intelligence (AI) Tools in English Language Teaching and Learning

Abstract

This paper conducted a systematic literature review based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology to explore the types of AI tools used in teaching and learning and their impacts on English language teaching and learning. This systematic literature review explores the integration and impact of artificial intelligence (AI) in English language teaching and learning, synthesising findings from 25 recent studies across three main databases namely, Science Direct, SCOPUS, and Taylor & Francis Online. The analysis identifies four main themes:  Impact on: (1) Learning and Skill Development, (2) Teacher and Professional Development, (3) Technological Integration and Challenges, and (4) Student Experience and Perception. The results reveal that AI tools significantly enhance language learning outcomes, such as writing skills and critical thinking, and offer personalised and dynamic learning experiences. However, the successful integration of AI in education requires addressing challenges related to technological implementation, ethical considerations, and the need for comprehensive teacher training. Despite these challenges, AI's potential to transform language education is evident, as it fosters both academic and professional growth for students and educators alike.