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Exploring the transformative influence of artificial intelligence in EFL

context: A comprehensive bibliometric analysis

Article in Education and Information Technologies · August 2024

DOI: 10.1007/s10639-024-12937-z

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Education and Information Technologies
https://doi.org/10.1007/s10639-024-12937-z

Exploring the transformative influence of artificial

intelligence in EFL context: A comprehensive bibliometric
analysis

Xia Zhang1 · Kingsley Obiajulu Umeanowai2

Received: 7 February 2024 / Accepted: 26 July 2024

© The Author(s) 2024

Abstract
This comprehensive bibliometric analysis examines the dynamic impact and influ-
ence of artificial intelligence (AI) within the domain of English as a Foreign Lan-
guage (EFL) from 2013 to 2023. By analysing 3,300 documents from the Web of
Science database, the study reveals a positive trend in AI integration, with notable
growth attributed to various transformative factors such as the COVID-19 pandemic
and increased academic funding. The result analysis identifies leading contributors,
top authors, sources, and publishers, revealing China, the United States, and the
United Kingdom as influential contributors. The co-occurrence analysis of key-
words unveils five clusters representing trends in AI-enhanced language learning,
spanning educational technology, EFL teaching factors, learner motivation, and as-
sessment strategies. The study also highlights AI’s impact on improving EFL writ-
ing skills through tools such as Chatgpt, Grammarly, and Quilbot. However, the
study acknowledges limitations in database selection and language constraints. The
findings offer valuable insights for researchers, educators, and policymakers, guid-
ing interdisciplinary collaboration and innovative pedagogical approaches.

Keywords Bibliometric analysis · Artificial intelligence · English as a foreign

language · EFL learners’ writing skills · VOSviewer visualization

Kingsley Obiajulu Umeanowai

[email protected]
Xia Zhang
[email protected]

1
Department of Foreign language, Xinyang Agriculture and Forestry University, Xinyang,
China
2
Department of Foreign language, Zhengzhou University, Zhengzhou, China

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 Education and Information Technologies

1 Introduction

In contemporary times, the field of education has undergone a significant transfor-

mation. Numerous transformative factors have reshaped how we learn, teach, and
evaluate information, particularly in the field of language learning (Alyasin et al.,
2023; Qazi et al., 2023). These transformations have challenged the conventional
approaches to teaching foreign languages (Maxliyo, 2023), particularly those reli-
ant on rigid curricula and prescribed methodologies. Such traditional methods lack
the crucial elements of personalization, creating obstacles for learners by limiting
opportunities for tailored learning, practice, and prompt feedback, which are all inte-
gral components for effective language acquisition (Kawinkoonlasate, 2020; Michel-
Villarreal et al., 2023).
Artificial intelligence (AI) has brought about a revolution across various sectors,
with education being one of the most significantly impacted. In the realm of lan-
guage learning, AI offers a plethora of innovative solutions that go beyond traditional
teaching methods. These solutions include personalized learning experiences, adap-
tive feedback mechanisms, and enhanced interactive tools that cater to individual
learner needs. AI’s role in natural language processing (NLP), adaptive learning sys-
tems, and personalized feedback is now indispensable in modern language education.
These AI-driven tools and methodologies are particularly crucial in the English as a
Foreign Language (EFL) context, where they help overcome language barriers and
provide tailored support to learners. The integration of Artificial Intelligence (AI)
into educational paradigms, especially in language learning, stands as a revolutionary
shift that significantly impacted teaching methods and learning experiences, leading
to improved outcomes, academic performance, and attitudes in the post-pandemic
(Banihashem et al., 2023; Ng et al., 2023; Xu & Margeviča-Grinberga, 2022).
In the domain of English as a Foreign Language (EFL), the incorporation of
AI holds immense importance. The role of AI extends beyond mere technological
advancement (Pedro et al., 2019; Tahir & Tahir, 2023), potentially transcending tra-
ditional barriers and offering innovative solutions in language acquisition (Baskara,
2023).This represents a fundamental shift in how language proficiency is cultivated
and assessed (Gašević et al., 2023; Voss et al., 2023). This transformative approach is
reflected in addressing learners’ unique challenges through AI-based tools in the EFL
context. These tools offer context-sensitive support, enhancing the learning experi-
ence and providing educators with valuable insights into students’ progress, thereby
fostering more effective teaching methodologies (Karsenti et al., 2020).
The use of AI in natural language processing, adaptive learning, and personalized
feedback has become indispensable in modern language education. Its application
extends from offering customized, interactive learning experiences on web-based
platforms and virtual reality systems to implementing chatbots demonstrating person-
alized and effective Language instruction (Alenizi et al., 2023). This seamless inte-
gration has not only shown marked improvements in enhancing learning outcomes
and academic performance (Agarwal & Chakraborty, 2019) but has also empowered
educators with valuable insights into students’ challenges (Deeva et al., 2021; Lam-
eras & Arnab, 2021; Luckin et al., 2022). Numerous studies have emphasized the
effectiveness of AI in language learning and assessment, with research that learners’

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writing and speaking abilities can be significantly improved through the utilization of
AI-based tools (Wang et al., 2022; Li et al., 2020). Furthermore, research investiga-
tions like those of Zhang et al. (2019) and Liu et al. (2020) validate the reliability and
validity of AI-based assessment tools in EFL contexts. Despite these advancements,
persistent challenges persist, as articulated by Jiang (2022), emphasizing the need for
ongoing technical advancements and the comprehensive utilization of AI’s potential
by educators in assessment practices. A recent study by Kim et al. (2021) illustrates
significant improvements were observed in English-speaking tasks among university
students across different proficiency levels. The study shows the positive impact of
AI chatbots in EFL classrooms, revealing their potential in enhancing language learn-
ing experiences. The research also sheds light on students’ perspectives regarding AI
chatbots and their efficacy within the context of EFL settings.
Several researchers (Agarwal & Chakraborty, 2019; Ikramunnisa et al., 2022;
Jaleniauskienė et al., 2023; Maphosa & Maphosa, 2023; Ouyang & Jiao, 2021; Prah-
ani et al., 2022) have conducted Bibliometric analyses to provide overviews of EFL
research and the growing integration of AI in Education. These studies not only high-
light key trends, contributions, and evolving research themes but also set the stage
for future interdisciplinary studies. For example, Prahani et al. (2022) identified six
distinct areas of AI in Education: its application to students; the subject of education
in engineering education; teaching methods; e-learning-based education; education
system; and curriculum included AI. Ouyang and Jiao (2021), on the other hand,
classified the evolving paradigm of AI in Education into the following three models:
AI-Directed Learner-as-Recipient, AI-Supported Learner-as-Collaborator, and AI-
Empowered Learner-as-Leader. These paradigms signify a shift toward collaborative
and empowering roles for AI in the learning process, emphasizing the fusion of AI
with educational theories to enhance personalized education.
Despite the growing volume of research in the broader field, there is a noticeable
absence of a comprehensive bibliometric analysis centered explicitly on AI in the
EFL context. The study, therefore, aims to address this gap by thoroughly examining
the dynamic impact and influence of artificial intelligence (AI) within the domain of
English as a Foreign Language (EFL) from 2013 to 2023. By analyzing a significant
volume of literature, the study seeks to identify key trends, influential contributors,
countries, authors e.t.c and the overall path of AI integration in EFL learning. This
study is significant as it offers a comprehensive view of the development and applica-
tion of AI in EFL learning over the past decade. The insights gained from this research
can help in understanding how AI has reshaped teaching methodologies, enhanced
learning experiences, and improved educational outcomes in EFL contexts. The find-
ings are invaluable for researchers aiming to identify gaps and future research direc-
tions, teachers looking to integrate AI tools effectively, and policymakers striving to
support innovative educational practices.
The objectives of the study are to map the evolution and trends in AI applications
within EFL learning by tracking the development and adoption of AI in EFL learning
context over the specified period. It intends to identify emerging trends and specific
areas where AI technologies are utilized in EFL learning, such as writing, speaking,
or assessment. Furthermore, the study aspires to shed light on specific areas in which
AI technologies are utilized in the context of EFL and offer insights that can contrib-

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ute to the ongoing discourse and development of AI in the EFL context by answering
the following research questions:

1. What are the key trends in the integration of artificial intelligence (AI) within
English as a Foreign Language (EFL) context from 2013 to 2023?
2. Who are the influential institutions, authors, countries and works cited in the field
of AI in EFL learning?
3. What are the major research trends and themes of AI integration in EFL learning
context 2013 to 2023?

2 Materials and methods

The study employed a bibliometric analytical approach, leveraging quantitative meth-

ods to analyze a large dataset of academic publications. The Web of Science (WoS)
database was selected for its comprehensive coverage of high-impact journals and
indexed articles. Specific search strategies were formulated to identify documents
relevant to AI in the EFL context. These strategies involved the following steps:

1. Journal selection and initial search: The initial search focus on the selection of
Core journals in the WoS database indexed in Science Citation Index Expanded
(SCI-EXPANDED), Social Science Citation Index (SSCI), and Arts & Humani-
ties Citation Index (AHCI) were chosen. The keyword search was performed
using the terms: TS = (Artificial intelligence OR EFL/ESL Learners OR EFL
context OR Machine learning), resulting in a total of 382,357 documents.
2. Refining the time frame and categories: The search was narrowed to a ten-year
period (2010–2023), focusing on WoS categories such as Language & Linguis-
tics and Education & Educational Research. This refinement reduced the number
of documents to 3,338.
3. Language and document type filtering: The study restricted the publication
language to English and selected articles, excluding other document types such
as conference papers and book reviews. This filtering yielded 3,314 documents.
4. Content evaluation: The documents were evaluated in detail to verify the ade-
quacy of their contents, leading to the exclusion of 14 documents which resulted
in 3,300 documents.

2.1 Data instruments & analysis

Data was collected from a total of 3300 documents retrieved from the WoS database.
The documents included articles from various journals, focusing on language and lin-
guistics, and educational research. The collected data was exported in Bibtex format
for Bibliometrix R analysis and plain text format for VOSviewer visualization. The
data analysis was conducted using a combination of tools:

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1. Bibliometrix R: Used to analyze overall statistics, including the most cited

countries, authors, affiliations, and sources.
2. Microsoft Excel: Utilized for plotting various graphs to visualize trends and
distributions.
3. VOSviewer: Employed to visualize keyword co-occurrences, helping to identify
clusters and emerging trends in AI and EFL research.

The analysis process involved examining the annual production of documents, iden-
tifying the most cited countries, relevant authors, sources, and affiliations. The co-
occurrence of keywords was analyzed to uncover current and emerging trends in the
field of AI and EFL context.

2.2 Result analysis

2.2.1 Annual production

Figure 1 shows the complete statistical information of the retrieved data, consisting of
3300 documents from 645 sources spanning 2013–2023. These documents involved
6,922 authors and received 119,509 citations. Among them, 610 were single-author
documents; international co-authorship accounted for 25.36% of the publications.
The annual publications demonstrate positive trends in using Artificial intelligence
in language learning and educational settings. Figure 2 highlights persistent but slow

Fig. 1 Overall statistical information of data retrieved

Fig. 2 Annual number of

articles from 2013–2023

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growth from 2013 to 2018, with rapid growth observed from 2019 to 2022, largely
attributed to various factors such as the COVID-19 pandemic. This global event has
been a transformative factor, contributing to the rapid development and growth of
artificial intelligence (AI) and technology in the language learning context.

2.3 Most cited countries

A total number of 99 countries and regions contributed to the documents analyzed in

this study. Figure 3 shows the top 10 most cited countries and regions in connection
with corresponding authors’ affiliations. China leads the list with 11,371 citations,
followed by the United States with 6,049 citations, and the United Kingdom in third
place with 2,197 citations. Spain is fourth, with 1,932 citations. However, in terms
of Average article citations (as shown in Table 1), the United Kingdom ranks first
(18.00), followed by Canada (16.80) and the United States (15.00). China, despite
having the highest number of citations, has an average article citation of 10.60.

Fig. 3 Most cited countries/regions

Table 1 Most cited countries Country TC Average article citations

with average article citations
China 11,371 10.60
USA 6049 15.00
United Kingdom 2197 18.00
Spain 1932 10.60
Iran 1652 11.60
Australia 1195 11.70
Korea 1142 10.00
Canada 976 16.80
Japan 835 10.30
Turkey 671 8.70

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2.4 Most relevant authors

From the 3,300 documents analysed, a total of 6,922 authors emerged, with 610
articles having only one author. Figure 4 shows the top 10 most relevant authors con-
tributing significantly to AI and machine learning research in language learning and
educational settings. The top 5 authors are Wang Y with 44 articles, Zhang, L.J. with
33 articles, Yu, S. with 28 articles, Zhang, X and Hwang, GJ has 27 and 19 articles,
respectively.

2.4.1 Most relevant sources and publishers

Table 2 Comprehensively presents and analyses the top 10 most relevant sources and
publishers contributing to the development and growth of Language learning. The
3300 retrieved articles have been published in 635 sources. It highlights the names of
the sources, the number of articles published, and the publishing company. The top
10 most relevant sources are in the domain of Language studies and education, with
frontiers in psychology spearheading the lead with 171 articles, followed by system
with 138 articles, Education and Information Technologies with 115, and sustain-

Fig. 4 Most relevant authors

Table 2 Top 10 relevant sources Sources Articles Publisher

and publishers contributing to
Frontiers In Psychology 171 Frontiers Media
language learning
System 138 Elsevier
Education And Information 115 Kluwer
Technologies Academic
Sustainability 84 MDPI
Computer-Assisted Language 82 Taylor and
Learning Francis Ltd.
Language Teaching Research 80 Sage Publishing
Interactive Learning Environments 50 Taylor and
Francis Ltd
Educational Technology \& Society 49 National
Taiwan Normal
University
Sage Open 49 Sage Publishing
Computers & Education 43 Elsevier Ltd

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 Education and Information Technologies

ability with 84. These diverse ranges of relevant sources highlight various areas of
Language learning and teaching with the integration of technology, AI, and machine
learning.

2.4.2 Most cited affiliations

This section provides valuable insights into the number of research studies published
by different universities, offering significant information to researchers and scholars
interested in studying the impact and influence of AI and technology in language
learning, thereby presenting opportunities for collaboration that will enhance the
development of the research field. Figure 5 examines the top 10 most cited institu-
tions contributing to the development in language learning through publications. The
result shows that researchers from the Chinese University of Hong Kong have the
most cited articles with 135 articles, followed by the University of Macau with 123,
the Education University of Hong Kong with 94, the University of Auckland with 78,
and Beijing Normal University with 72. It is noteworthy that Asian countries/regions
have the highest number of most cited articles next to Europe (New Zealand) and the
Middle East (Iran), contributing to the development of the language learning domain.

2.4.3 Co-occurrence of keyword

The Co-occurrence of Keywords was analysed using VOSviewier to ascertain cur-

rent and emerging trends in the field of Language learning, particularly with the inte-
gration of AI and technology. To achieve this, this study set the minimum number
of co-occurrences of a keyword at 13, and out of the 10,291 keywords, 282 met the
threshold and were later grouped into 5 clusters, which are distinctly represented in
different colours in Figs. 6 and 7 below.

2.5 Intersecting education with technology

Cluster 1 (highlighted in red) comprises 72 items highlighting the intersection of

education with technology to enhance learning outcomes. This cluster of keywords
covers different areas, such as Education and AI technological tools encompassing
items like Artificial Intelligence, Machine Learning, Educational Technology, flipped
classrooms, Intelligent Tutoring Systems, MOOCs, Online Learning, and Visualiza-

Fig. 5 Most cited affiliations

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Education and Information Technologies

Fig. 6 The co-occurrence network of keywords

Fig. 7 Density map of co-occurrence of keywords

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tion to show technological advancements and tools utilized in education for teaching
and language learning. Keywords focusing on analysing learning outcomes, predict-
ing student performance, and understanding factors influencing academic success
include Academic performance, Assessment, Learning analytics, Student perfor-
mance, Prediction models, Regression, and Satisfaction. Collaborative learning,
Computational thinking, Design Framework, Game-Based Learning, Higher Edu-
cation, Intelligent Tutoring, Models, Task Analysis, and Writing reflect the various
teaching methodologies, instructional design frameworks, and innovative learning
models adopted in educational settings. Keywords like Collaboration, Creativity,
Experience, Innovation, Outcome, Support, System design, COVID-19, University
showcase the student support systems, innovation in education, and System design to
enhance the learning experience.
Based on the interpretation of this cluster, it is evident that it emphasizes the role
of artificial intelligence and technology in education, various learning environments
(online learning), and innovative teaching methodologies. The focus is on address-
ing student needs, predicting outcomes, and designing effective learning systems to
enhance the success and engagement of students and improve the overall educational
experience.

2.6 Influential factors in EFL learning and acquisition

Cluster 2 (highlighted in green) has 53 items, with English emerging as the major
keyword. This cluster revolves around the various influencing factors in EFL lan-
guage learning and acquisition, indicating language-specific features and Usage,
such as English as a Second Language (ESL), First Language (L1), vocabulary, and
speech patterns are keywords like English, ESL, Foreign Language, L1, Speaking,
Speech, and Vocabulary. Keywords reflecting the language learning factors or ele-
ments are Acquisition, Attention, Comprehension, Context, Frequency, Information,
Instruction, Language Learners, Language Learning, Learners, Perception, Profi-
ciency, Skills, Strategies, and so on, which shows the wide range of language learning
elements. The cluster also addresses the phenomena of speaking two or multiple lan-
guages, as evidenced by keywords like “bilingualism” and “multilingualism,” while
highlighting the stages of EFL language learning and participants, notably reflected
in keywords such as “age” and “children.” Additionally, the cluster showcases cogni-
tive dimensions influencing EFL learning, including “Syntactic complexity,” “work-
ing memory,” “Memory,” “Literacy,” and “Fluency.” Furthermore, it focuses on the
EFL learning environment like abroad, incorporating tools such as “Corpus,” “Com-
puters,” “Mobile Learning,” and different types of tasks, texts, academic writing,
and videos to demonstrate ways of enhancing the language proficiency of EFL/ESL
learners.
The cluster highlights various elements and factors such as linguistic exposure,
proficiency levels, cognitive developments, and the importance of incorporating mul-
tiple technological tools and resources needed to cultivate and foster effective EFL
language acquisition, proficiency, and skill developments, particularly in writing and
speaking abilities.

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Education and Information Technologies

2.7 Insights into EFL teaching and pedagogy

The cluster (highlighted in blue) comprises 46 items, with predominant keywords

such as “Language,” “teacher,” “EFL,” “perception,” and “belief,” which signifi-
cantly highlight the context of teaching English as a foreign language (EFL) and
related areas such as pedagogy, teacher perspectives, and context. Prominent key-
words such as Activity Theory, Challenges, Classroom, CLIL (Content and Language
Integrated Learning), Culture, Discourse, EFL Context, Experiences, Grammar,
Implementation, Knowledge, Language, Pedagogy, Perspectives, Critical Thinking,
Policy, Task, Technology, Work, showcase the various aspects of language learning
context, including teaching methodologies, cultural influences and policy implemen-
tation in the EFL context. Reflecting on the teacher-cantered perspectives, including
beliefs, professional development, teacher cognition, identity, and teaching young
learners, are keywords such as Agency, Beliefs, EFL Teachers, Pedagogical Content
Knowledge, Professional Development, Self-Efficacy, Teacher Beliefs, Teacher Cog-
nition, Teacher Education, Teacher Identity, Teachers, Young Learners.
The keywords in the above cluster show the complexity of the EFL teaching envi-
ronment, emphasizing the nature of teacher perspectives and pedagogical dimen-
sions. They highlight the essential role of teachers in shaping language learning
experiences, teachers’ development, cultural considerations, language policies, and
effective teaching methodologies in facilitating language learning in diverse EFL
contexts.

2.8 Motivation and emotional factors influencing EFL/ESL learners

This cluster (highlighted in yellow) with 31 keywords revolves around a wide range
of factors, such as motivation and psychological influences on second language
learners (L2) among EFL (English as Foreign Language) learners. Keywords related
to the processes and methodologies involved in L2 learning, specifically among EFL
learners, include L2, 2nd Language, EFL learners, and EFL learning. Reflecting on
EFL/ESL learners’ academic achievements and gender dynamics are keywords such
as Academic Achievement, Gender, Gender Differences, Intelligence, and School to
explore academic achievement in the language learning context, in consideration of
the influence of gender differences and intelligence on the language learning experi-
ence. Keywords exploring the psychological and emotional dimensions include Anxi-
ety, Emotions, Engagement, Enjoyment, Environment, Foreign Language Enjoyment,
and Positive Psychology, which emphasize the importance of positive emotion and
psychological state in language learning. Highlighting the importance of motivation,
willingness to communicate, self-perceptions, and attitude towards EFL/ELS learn-
ing are reflected with keywords such as Attitudes, Autonomy, Competence, Intrinsic
Motivation, Model, Motivation, Orientations, Personality, Self, Self-Determination
Theory, Willingness, Willingness to Communicate.
This cluster showcases the motivational and psychological components of learn-
ing language, emphasizing the role of motivation, self-perception, and emotional
state in the EFL context. It significantly reflects the essential need to imbibe positive
attitudes, emotions, intrinsic motivation, and a conducive learning environment to

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enhance language acquisition and development. Considering the impact of gender

differences and academic achievements and effective teaching methodologies within
the learning environment can significantly improve the teaching strategies and meth-
ods beneficial to diverse EFL/ ESL learners.

2.9 Effectiveness of assessment strategies and feedback mechanism

The keywords in this cluster (highlighted in purple) consist of 24 terms, focusing on

students, impact, and various aspects of student engagement, feedback mechanisms,
and assessment strategies in the context of language learning, specifically EFL writ-
ing. The specific keywords, such as EFL writing and L2 writing, highlight particular
English skills. Keywords emphasizing the various assessment methods and feedback
mechanisms include Formative Assessment, Feedback, Metanalysis, Peer Feedback,
Reliability, Self-Assessment, Validation, Validity, Written Corrective Feedback, which
language teachers and students essentially employ in evaluating and validating their
language skills, particularly in EFL writing. Keywords focusing on student-cantered
learning include Efficacy, Inquiry, Self-Regulated Learning, Self-Regulation, Student
Engagement, Students, underscoring the importance of students’ active participation,
self-directed learning, and belief in their abilities to drive their academic success.
From the above cluster, the keywords emphasize the significance of the various
feedback mechanisms in improving EFL learners’ writing skills, the importance of
student engagement, and the need to evaluate and validate their assessment strate-
gies. Therefore, the implementation of these techniques and strategies can help in the
development and improvement of their EFL writing ability.

2.10 Discussions and conclusion

This comprehensive bibliometric analysis has shed light on the evolving landscape
of artificial intelligence (AI) in the context of English as a Foreign Language (EFL)
and English as a Second Language (ESL) learning. The integration of AI in language
learning has significantly impacted pedagogical approaches, learner interaction, and
educational paradigms, leading to improved learning outcomes, academic perfor-
mance, and attitudes, particularly in the post-pandemic era.
The analysis of 3,300 documents retrieved from the Web of Science database has
revealed a positive trend in the use of AI in language learning and educational set-
tings. The rapid growth observed from 2019 to 2022 is primarily attributed to some
transformative factors, such as the COVID-19 pandemic, which contributed to the
development and growth of AI and technology in the language learning context in the
sense that all educational and Language learning activities were conducted online.
Other factors like increased funding and the recent culture of “Publish or perish”
among academia (Amutuhaire, 2022; Naikade & Kamthan, 2020) can also be valu-
able reasons. The result of this study also correlates with that of Jaleniauskienė et
al. (2023), Maphosa and Maphosa (2023), and Prahani et al. (2022), which all saw
incredible exponential uptrend growth from 2018 to 2022.
Furthermore, the analysis has highlighted the most cited countries, relevant
authors, sources, publishers, and affiliations, providing valuable insights into the

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Education and Information Technologies

global contributions to AI in EFL/ESL learning. Notably, based on the findings of

this study, China, the United States, and the United Kingdom, among the top 10 cited
countries, have emerged as leading contributors in this field, with significant research
output and impact. These findings are incongruent with studies like Jaleniauskienė
et al. (2023), Maphosa and Maphosa (2023), and Prahani et al. (2022). In terms
of relevant authors, the study identified Wang Y with 44 articles, Zhang, L.J. with
33 articles, Yu, S. with 28 articles, Zhang, X and Hwang, G.J as the top 5 relevant
authors. This differs from other studies, in which Zou, Vogt, Xie, Oudgen and Ver-
hange were identified as the top 5 authors by Jaleniauskienė et al. (2023), while Pra-
hani et al. (2022) identified Kalles, Bhattachargee, Binder, Chang and Des Jardins as
top authors of their study. The result also highlighted the Top 10 sources and publish-
ers, with Frontiers in Psychology, System, Education and Information Technologies,
Sustainability and Computer-Assisted Language Learning ranking among the top 5
sources. The findings slightly vary from those of Jaleniauskienė et al. (2023), which
had sources like Computer-Assisted Language Learning, Systems, Sustainability,
Interactive Learning Environments, and Educational Technology & Society, among
the top 10 sources. Maphosa and Maphosa (2023) only had Frontiers of Psychology;
Ikramunnisa et al. (2022) had System, and Prahani et al. (2022) had Sustainability.
Highlighting these sources plays a significant role in helping researchers navigate
their ways when finding appropriate sources or references from or for publishing
their research works.
The findings of the co-occurrence analysis of keywords have revealed five distinct
clusters, each representing current and emerging trends in the field of language learn-
ing, particularly with the integration of AI and technology. These clusters encompass
the intersection of education with technology to enhance learning outcomes, influen-
tial factors in EFL learning and acquisition, insights into EFL teaching and pedagogy,
motivation and emotional factors influencing EFL/ESL learners, and the effective-
ness of assessment strategies and feedback mechanisms. The findings of this study
were slightly different from those of Prahani et al. (2022), whose study identified six
distinct co-occurrences of keywords, including (1) its application to students; (2) the
subject of education in engineering education; (3) teaching methods; (4) e-learning
based Education; (5) education system; and (6) curriculum included AI. The findings
also identify the Writing aspect as the specific area where EFL learners have been
significantly been utilizing various AI tools such as Chatgpt, Grammarly, Quilbot and
others to help improve their writing abilities.
Furthermore, it is essential to point out that this study has a number of limita-
tions. Primarily, the dependence on the Web of Science database, while eliminating
other respected databases such as Scopus, Dimension, Google Scholar, and others,
significantly restricts the breadth of data accessible for research, which may poten-
tially limit the comprehensive scope of this study. Also, the study’s restriction to
publications solely in the English language narrows the search parameters, thereby
missing key ideas and research undertaken in other languages like Chinese, Spanish,
French, and others within the EFL context. Therefore, to strengthen future research
initiatives, it is recommended that future researchers should broaden their search
boundaries by accessing a more extensive array of databases and evaluating studies
done in other languages, thus improving the depth and inclusiveness of their analysis.

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The study also highlights the importance of interdisciplinary research, suggest-

ing collaborations between linguists, AI experts, and teachers to develop innovative
pedagogical approaches. Teachers and language tutors should leverage AI tools to
provide personalized learning experiences and adaptive feedback, enhancing learner
engagement and outcomes. Policymakers should support the integration of AI tech-
nologies in educational settings through funding and the development of supportive
frameworks and guidelines.
Future research should focus more on the investigation of the use of AI chatbots
and conversational agents for practicing spoken English, the integration of AI tools in
traditional EFL classrooms, the ethical considerations and data privacy issues related
to using AI in the EFL learning context, and a host of other areas.

3 Conclusion

The findings of this bibliometric analysis have significant implications for future
research and practice in the field of AI in EFL/ESL learning. The identified trends
and emerging themes provide a roadmap for interdisciplinary research and collabora-
tion, paving the way for innovative pedagogical approaches, personalized education,
and learner-cantered language learning experiences.
As the field of AI in language learning continues to evolve, it is imperative for
researchers, educators, and policymakers to leverage these insights to drive advance-
ments in pedagogy, assessment, and the integration of AI technologies in EFL/ESL
contexts. This analysis sets the stage for future research directions, emphasizing the
need for continued technical efforts to improve assessment accuracy and for educa-
tors to fully utilize the potential of AI in language learning. This bibliometric analysis
has contributed to the growing body of knowledge on the effectiveness of AI in lan-
guage learning, and it is hoped that the insights presented will inspire further research
and innovation in this dynamic and increasingly relevant field.

Acknowledgements We would like to express our sincere gratitude to Xinyang Agriculture and Forestry
University for its financial support, which made this research possible. We also extend our appreciation to
the researchers and educators whose work laid the foundation for this study.

Funding This research study was funded by the Xinyang Agriculture and Forestry University Technology
Innovation Team Research Project (XNKJTD-020) and Higher Education and Teaching Reform Research
and Practice Project of Henan Province (2024SJGLX0548).

Data availability The data supporting the findings of this article are available upon request from the cor-
responding author for researchers who meet the access criteria.

Declarations

Ethical statement No individuals or communities were subjected to any form of experimentation, coer-
cion, or manipulation during this research.

Competing interests We affirm that there are no known conflicts of interest associated with this publica-
tion. we also confirm that the email address [[email protected]] of the Corresponding Author has

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been configured to receive emails, monitor progress, handle submissions of revisions, and grant final
approval of the manuscript.

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-

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and reproduction in any medium or format, as long as you give appropriate credit to the original author(s)
and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed
material. You do not have permission under this licence to share adapted material derived from this article
or parts of it. The images or other third party material in this article are included in the article’s Creative
Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in
the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or
exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view
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