The Art of Teaching English as a Foreign Language (TATEFL)

ISSN: 2684-8546
Vol. 5 No.2, November 2024, 207-218
DOI: https://doi.org/10.36663/tatefl.v5i2.912

Artificial Intelligence in English Language Learning: A

Systematic Review of AI Tools, Applications, and Pedagogical
Outcomes
Dana Yudha Kristiawan* Abstract
Universitas 17 Agustus 1945 This systematic review examines the role of artificial intelligence
Banyuwangi (AI) in English language teaching (ELT), analyzing AI tools,
Indonesia applications, and their pedagogical outcomes. AI technologies,
dana.kristiawan@untag- such as chatbots, intelligent tutoring systems, and speech
banyuwangi.ac.id recognition software, are increasingly used to enhance language
learning experiences. The review follows the Preferred Reporting
Khaliq Bashar Items for Systematic Reviews and Meta-Analyses (PRISMA)
The University of Newcastle model, a standardized approach that ensures transparency and
Australia rigor in identifying, screening, and analyzing relevant literature.
[email protected] PRISMA emphasizes clear documentation of the selection
process, including inclusion and exclusion criteria, to provide a
Dian Arief Pradana systematic and replicable methodology for comprehensive
Universitas 17 Agustus 1945 reviews. Through thematic qualitative analysis of recent
Banyuwangi literature indexed in Scopus and Web of Science, key themes
Indonesia emerged regarding AI types, applications, teacher and learner
dian.pradana@untag- perspectives, and ethical considerations. Findings reveal that AI
banyuawngi.ac.id tools enhance learner engagement, provide personalized learning
experiences, and improve language proficiency, particularly in
speaking and writing. However, challenges remain, such as
accessibility barriers, teacher preparedness, and ethical
concerns around data privacy and bias. This review proposes a
*Corresponding author framework for AI integration in ELT, focusing on access, teacher
training, ethical standards, and blended learning models to
optimize AI’s benefits. The study underscores the need for
targeted teacher training and ethical standards to maximize AI’s
effectiveness and sustainability in ELT. This framework and the
review findings aim to support educators, developers, and
policymakers in fostering an AI-enriched learning environment
that aligns with educational goals while addressing existing
limitations.

Keywords: Artificial Intelligence (AI); English Language Teaching (ELT); Systematic

Review
Article History
Submitted: Revised: Accepted:
th th
November 18 2024 November 24 November 27th 2024
Recommended Citation (APA Style)
Kristiawan, D., Y., Bashar, K., & Pradana, D. A. (2024). Artificial intelligence in English language
learning: A systematic review of ai tools, applications, and pedagogical outcomes. The Art of
Teaching English as a Foreign Language (TATEFL), 5(2), 207-218.
https://doi.org/10.36663/tatefl.v5i2.912

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Kristiawan, D., Y., Bashar, K., & Pradana, D. A.
Artificial Intelligence in English Language Learning: A Systematic Review of AI Tools, Applications, and
Pedagogical Outcomes

INTRODUCTION
Technological advancements have fundamentally transformed educational
methodologies, with Artificial Intelligence (AI) emerging as a key innovation in recent years.
In English Language Teaching (ELT), AI applications range from personalized learning
platforms to automated feedback tools, all aiming to enhance learner engagement and linguistic
proficiency. This shift aligns with a broader trend of digitalization in education, where AI
enables adaptive learning experiences and provides resources tailored to individual student
needs (Sajja et al., 2024). Recent developments in Natural Language Processing (NLP) and
machine learning have allowed for nuanced applications that mimic human-like feedback,
thereby offering English learners real-time corrections and suggestions in areas like grammar,
vocabulary, and pronunciation (Jegede, 2024).
AI’s ability to simulate conversational practice, provide instant feedback, and create
interactive learning environments has made it particularly valuable in language learning. These
AI tools have shown promise in helping students build conversational skills in English, which
often requires frequent and contextually varied practice—traditionally difficult to achieve in
limited classroom time (Kessler, 2018). Moreover, AI applications help reduce the workload
on educators by automating repetitive assessment tasks, thus allowing teachers to focus on
personalized support and critical-thinking skills (Mishra & Varshney, 2024). As AI continues
to improve in terms of functionality and accessibility, understanding its potential and
limitations in ELT becomes essential to maximizing its educational benefits.
While AI-driven language tools are developing rapidly, their effectiveness remains
under study, particularly regarding pedagogical outcomes. On one hand, AI applications like
virtual tutoring systems and interactive chatbots enhance language acquisition by fostering an
immersive and interactive experience (AbuSahyon et al., 2023). On the other hand, challenges
persist, such as maintaining learner motivation and ensuring the reliability of AI feedback,
which are critical for effective language acquisition (Song & Song, 2023). Furthermore, there
are increasing ethical concerns about data privacy and the potential risk of over-reliance on AI,
which could overshadow essential teacher-student interactions (Mohamed, 2024). While the
potential benefits are clear, it is important to carefully balance these risks to ensure that AI
remains a complementary tool in the classroom. Understanding these benefits and limitations
of AI is crucial for developing a balanced approach to its application in ELT.
Given the complexities involved, this systematic review addresses three central
questions: First, what AI tools and applications are currently available and specifically
developed for English language learning? Widely used tools such as Duolingo, Grammarly,
and ChatGPT are examples of AI-powered applications that provide personalized learning
experiences, grammar corrections, and conversational practice, respectively. Second, how are
these AI applications influencing pedagogical practices and learner outcomes? Third, what are
the advantages and challenges associated with using AI in ELT, including ethical
considerations such as data privacy, the reliability of AI-generated feedback, and the potential
for over-reliance on AI at the expense of human interaction? Addressing these questions
provides a comprehensive view of AI’s capabilities and limitations, offering valuable insights

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Artificial Intelligence in English Language Learning: A Systematic Review of AI Tools, Applications, and
Pedagogical Outcomes

for educators, administrators, and policymakers involved in English language education (Miao
et al., 2021).
This review focuses on AI-driven tools and applications that target various aspects of
English language learning, including grammar, vocabulary, pronunciation, and overall
communicative competence. By examining recent empirical studies, conceptual papers, and
case studies, this review synthesizes the current state of research on AI’s applications and their
impact on ELT pedagogy. The review excludes generalized discussions on educational
technology, narrowing its focus to AI applications specifically designed for English language
learning. Literature from the past decade was selected to ensure relevance, given the rapid
advancements in AI technology.
The primary objective of this systematic literature review is to provide a comprehensive
synthesis of existing studies on AI in ELT. The study aims to map out the variety of tools and
applications, examine their effectiveness in achieving pedagogical goals, and highlight
potential areas for improvement. Through a critical analysis of the literature, this review sheds
light on the transformative potential of AI in English language learning and provides
recommendations for future research. The goal is to offer insights that can inform the
development of effective, equitable, and ethical AI-driven learning environments in ELT,
contributing to a future where technology enhances, rather than replaces, the essential role of
human educators (Mohamed, 2024).

METHOD
Design
This study adopts a systematic literature review approach following the Preferred
Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher et
al., 2009). Further details are provided in Figure 1. A qualitative approach is employed, with a
focus on interpretive analysis of existing literature to explore emerging themes and patterns
related to the use of Artificial Intelligence (AI) in English language teaching (ELT). This
method allows for a comprehensive understanding of AI’s applications and pedagogical
implications, particularly through a thematic analysis that highlights key trends and insights
across studies (Clarke & Tho, 2017).
Data Collection
The selection process targeted journal articles indexed in Scopus and Web of Science
(WoS) to ensure high-quality and reputable sources. The inclusion criteria specified studies
published in the last decade that focus on AI tools and applications in English language
learning. Articles were included if they addressed specific AI-driven technologies such as
chatbots, intelligent tutoring systems, or language-assistant tools aimed at enhancing English
language acquisition. Exclusion criteria included papers that solely addressed other languages
or generalized technology applications without a distinct AI focus in ELT. Data collection
involved systematically searching databases using keywords like "AI in English Language
Learning," "AI tools for ELT," and "AI applications in language education."
The initial search results were then screened for relevance by title and abstract, followed
by a full-text review to apply inclusion and exclusion criteria strictly. The inclusion criteria if

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Artificial Intelligence in English Language Learning: A Systematic Review of AI Tools, Applications, and
Pedagogical Outcomes

articles explicitly addressed AI applications in ELT, were peer-reviewed, and published in

journals indexed in Scopus or WoS. They also needed to focus on specific AI tools, such as
chatbots or intelligent tutoring systems, and offer insights into their pedagogical applications
and outcomes. Only articles published within the last decade (2014–2024) were considered to
ensure relevance to current trends. The Exclusion criteria if the article addressed generalized
educational technologies without an AI focus, concentrated on languages other than English,
or lacked detailed pedagogical analysis of AI applications. Conference proceedings, grey
literature, and articles focusing solely on technical aspects of AI were also excluded.
The rationale for the number of Included Articles is that 500 initial articles were
identified, and the application of rigorous criteria narrowed this to 120 articles. This relatively
high number reflects the diversity of AI tools and approaches in ELT and the broad scope of
the research questions. The final set of articles ensures a comprehensive analysis of recurring
trends, applications, and challenges.
Data Analysis
The selected articles were analyzed through qualitative thematic analysis, a method that
enables the identification and categorization of recurring themes and patterns in the literature
(Thomas & Harden, 2008). This analysis helped distil key insights regarding the pedagogical
benefits and challenges of AI in ELT, which are presented in the findings.
Given the complexities involved, this systematic review addresses three central questions:
First, what AI tools and applications are currently available and specifically developed for
English language learning? Second, how are these AI applications influencing pedagogical
practices and learner outcomes? Third, what are the advantages, ethics, and challenges
associated with using AI in ELT? Addressing these questions provides a comprehensive view
of AI’s capabilities and limitations, offering valuable insights for educators, administrators,
and policymakers involved in English language education.
Figure 1. PRISMA flow diagram of the present study
Identification

Articles identified from

Duplicates articles removed: 20
databases search: 500

Articles excluded: 280

(Reasons: Not meeting inclusion criteria
Screening

Articles screened: 480 (not AI-focused, generalized technology

studies)

Full text excluded: 80

Full texts assessed for (Reasons: Solely focused on non-English
Eligibility

eligibility: 200 language learning, lacking specific pedagogical

analysis, insufficient focus on AI applications
in ELT)

Full texts included in

Inclusion

qualitative analysis: 20

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Artificial Intelligence in English Language Learning: A Systematic Review of AI Tools, Applications, and
Pedagogical Outcomes

FINDINGS AND DISCUSSIONS

This section presents the analysis outputs for the reviewed articles, which cover four
emerging themes: (a) Types of AI Tools in ELT; (b) Applications of AI in Learning; (c)
Teacher and Learner Perspectives; (d) Ethical and Pedagogical Considerations.
Table 1. Table summarizing the systematic review
Theme Author(s) Findings Study Implications
(a) Types of AI Tolstykh & Chatbots like Replica Provides learners with interactive
Tools in ELT Oshchepkova and Duolingo’s AI- and low-stress environments to
(2024) powered conversational practice conversational skills,
agents simulate addressing limitations of
authentic dialogue, traditional instruction and access
fostering conversational to native speakers.
skills through NLP
algorithms.
Dennis (2024) Speech recognition Supports individualized, self-
technologies, such as paced pronunciation learning,
Google’s Speech-to- benefiting students without
Text API, enhance native-speaking teachers.
pronunciation by
providing immediate
feedback on fluency,
intonation, and
phonetics.
Liakina & AI Speak provides Encourages iterative practice and
Liakin (2023) detailed real-time learner self-awareness in
feedback on improving oral fluency.
pronunciation accuracy,
pitch, and rhythm.
(b) Applications Giray (2024) Grammarly enhances Enables learners to refine writing
of AI in writing proficiency by skills through real-time feedback,
Learning detecting grammar promoting confidence and skill
issues, offering stylistic development in academic and
suggestions, and professional contexts.
providing vocabulary
recommendations.
Gu (2024) Spaced repetition Facilitates systematic vocabulary
algorithms in apps like acquisition, enabling learners to
Quizlet optimize expand and solidify their lexicon
vocabulary retention. effectively.
(c) Teacher and Luckin & AI tools automate Supports efficient teaching
Learner Cukurova grading and generate practices and encourages data-
Perspectives (2019) insights on learner driven pedagogical approaches,
progress, reducing but necessitates training for
teacher workload while effective implementation.
enabling focus on lesson
planning and
personalized teaching.
Chakravarti Teachers report feeling Professional training initiatives
(2023) underprepared to are required to address this gap,
integrate AI tools ensuring educators can leverage
effectively due to a lack

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Pedagogical Outcomes

of professional AI’s potential fully in language

development instruction.
opportunities.
(d) Ethical and Amin (2023) Algorithmic bias in AI Developers must address dataset
Pedagogical tools can marginalize diversity in AI training to ensure
Considerations learners with non- inclusivity and fairness in
standard accents or educational applications.
linguistic variations.
Bertino et al. Data privacy concerns Establishing transparent data
(2019) arise from sensitive usage policies and secure storage
learner data collection, mechanisms is essential to
such as voice recordings maintain trust and safeguard user
and behavioral patterns. privacy.

a) Types of AI Tools in ELT

AI technologies in ELT represent a dynamic and evolving array of tools designed to
meet the diverse needs of language learners. Chatbots, for instance, have become increasingly
popular for fostering conversational skills. Tools like Replica and Duolingo’s AI-powered
conversational agents simulate authentic human dialogue, providing learners with real-time
opportunities to practice the language in a low-stress environment (Tolstykh & Oshchepkova,
2024). These chatbots use natural language processing (NLP) algorithms to interpret input and
generate contextually relevant responses, creating an interactive experience that closely mirrors
human conversation.
Speech recognition technology is another significant AI innovation, exemplified by
tools like Google’s Speech-to-Text API. These tools facilitate pronunciation improvement by
providing instant feedback on phonetic accuracy, fluency, and intonation (Dennis, 2024). Such
immediate and objective evaluation is particularly beneficial for learners who lack access to
native-speaking teachers. Moreover, this technology supports self-paced learning, allowing
users to identify and address specific pronunciation challenges in real time.
These AI tools collectively address a broad spectrum of ELT needs, ranging from basic
vocabulary acquisition to advanced conversational fluency. Their integration into learning
environments has expanded the possibilities for personalized and adaptive language education,
bridging gaps in traditional instruction methods.
b) Applications of AI in Learning
The applications of AI in ELT are remarkably diverse, catering to skill enhancement in
areas such as speaking, writing, grammar correction, and vocabulary acquisition. AI-powered
platforms like Grammarly exemplify the potential for improving writing proficiency.
Grammarly uses advanced algorithms to detect grammatical errors, suggest stylistic
improvements, and provide contextual vocabulary recommendations (Giray, 2024). This
feedback is immediate, empowering learners to refine their writing in real time and promoting
greater confidence in their language use.
For vocabulary acquisition, AI-driven flashcard apps like Quizlet employ spaced
repetition algorithms to optimize memory retention. Spaced repetition ensures that learners
review terms at intervals scientifically calculated to reinforce long-term recall (Gu, 2024). This

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approach not only enhances vocabulary acquisition but also helps learners build a more active
and functional lexicon over time.
AI Speak, an intelligent pronunciation training system, exemplifies the role of AI in
developing oral fluency. This tool provides detailed feedback on pronunciation accuracy, pitch,
and rhythm, enabling learners to make targeted improvements (Liakina & Liakin, 2023). By
offering real-time analytics and actionable insights, AI Speak fosters greater self-awareness
among learners, encouraging iterative practice and mastery of spoken English.
AI applications are also making strides in grammar correction. Platforms such as
WriteLab combine machine learning algorithms with linguistic expertise to provide nuanced
feedback on sentence structure, coherence, and tone. This enables learners to produce polished
written work that aligns with academic and professional standards. These AI applications
underscore the versatility and scalability of AI in addressing diverse linguistic competencies.
By targeting specific skill sets, they enable learners to achieve measurable progress in their
language proficiency.
c) Teacher and Learner Perspectives
AI integration in ELT has elicited varied responses from teachers and learners,
highlighting both its benefits and challenges. For educators, AI tools are particularly valuable
in automating repetitive tasks, such as grading and feedback generation. This automation not
only reduces workload but also allows teachers to devote more time to designing engaging and
meaningful lessons (Luckin & Cukurova, 2019). Moreover, AI systems provide detailed
insights into learner progress, enabling teachers to identify areas of difficulty and tailor their
instructional strategies accordingly.
However, the adoption of AI tools has also exposed a skills gap among educators. Many
teachers report feeling underprepared to use these technologies effectively, underscoring the
need for targeted professional development programs (Chakravarti, 2023). Without adequate
training, educators may struggle to integrate AI tools into their pedagogical practices, limiting
their potential impact.
Learners, on the other hand, appreciate the interactive and personalized nature of AI
tools. Features such as adaptive learning pathways, instant feedback, and gamified content are
particularly appealing, as they align with the preferences and expectations of digitally native
learners. Nonetheless, concerns about the accuracy of AI-generated feedback and the potential
for over-reliance on technology remain prevalent. Learners may develop a dependence on AI
tools, which could hinder the development of critical thinking and problem-solving skills
essential for language acquisition.
d) Ethical and Pedagogical Considerations
The ethical implications of AI adoption in ELT warrant careful consideration. One of
the most pressing concerns is algorithmic bias, which can perpetuate stereotypes and reinforce
inequities in language education (Amin, 2023). For example, AI tools trained on datasets that
lack linguistic diversity may struggle to accommodate non-standard accents, dialects, or
regional language variations. This limitation can marginalize learners from underrepresented
linguistic backgrounds.

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Data privacy is another critical issue. Many AI tools require access to sensitive user
information, such as voice recordings, written texts, and behavioral data, to deliver
personalized experiences. Ensuring the secure storage and ethical use of this data is essential
to protect user privacy and maintain trust in AI technologies (Bertino et al., 2019).
From a pedagogical perspective, the alignment of AI tools with specific learning
objectives is crucial. Tools that prioritize engagement over educational outcomes may
undermine the effectiveness of instruction. For instance, gamified applications that focus solely
on rote memorization risk neglecting higher-order thinking skills, such as analysis, synthesis,
and evaluation. Educators must critically evaluate AI tools to ensure that their adoption aligns
with broader pedagogical goals.
The integration of artificial intelligence (AI) into English language teaching (ELT) has
demonstrated substantial potential to enhance learning outcomes, offering innovative tools and
strategies that promote engagement, personalized instruction, and language proficiency.
However, challenges such as accessibility, teacher preparedness, ethical considerations, and
cultural sensitivity remain critical areas for further exploration. This discussion synthesizes the
findings from the review, highlighting opportunities and limitations while proposing strategies
for optimized integration. AI tools such as Duolingo and Rosetta Stone effectively engage
learners through gamification and interactivity. By leveraging adaptive algorithms, these
platforms create personalized learning paths, offering tailored challenges that maintain interest
and motivation (Fountoulakis, 2024). For example, Duolingo adjusts difficulty levels based on
individual performance, ensuring learners remain within their zone of proximal development.
These gamified experiences not only sustain learner attention but also foster a sense of
achievement through progress tracking and reward systems. Such features make AI-powered
platforms particularly appealing for younger learners and self-directed study contexts.
Personalized instruction is a cornerstone of AI's contribution to ELT. Tools like
Grammarly and WriteLab analyze writing samples to identify specific errors, providing
immediate, detailed feedback that addresses individual weaknesses (Giray, 2024). Similarly,
AI-driven tutoring systems adapt content delivery to suit diverse learning paces and styles,
ensuring that learners receive instruction aligned with their proficiency levels. This level of
customization facilitates differentiated instruction, empowering learners to progress at their
own pace and focusing on areas requiring improvement.
The benefits of AI are particularly evident in improving speaking and writing skills.
Speech recognition software, such as Google’s AI-powered language models, allows learners
to practice pronunciation, receive corrections, and refine their fluency through real-time
feedback (Aryanti & Santosa, 2024; Vanisree et al., 2024). Additionally, platforms that
incorporate natural language processing (NLP) enhance writing proficiency by analyzing
sentence structures, grammar, and coherence. These tools support iterative learning, enabling
learners to make incremental improvements based on constructive feedback.
Despite these advantages, the review underscores persistent challenges. Accessibility
remains a significant issue, particularly in resource-constrained environments where access to
devices, stable internet connections, and institutional support may be limited (Didas et al.,
2024). These disparities exacerbate educational inequities, disproportionately affecting

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learners in rural or underprivileged regions. Addressing these barriers requires targeted

investments in digital infrastructure and policy interventions to ensure equitable access to AI
tools.
The effectiveness of AI tools in ELT hinges on teacher readiness to integrate these
technologies into pedagogical practices. Many educators lack the necessary training to utilize
AI tools effectively, often perceiving them as supplementary rather than integral to the learning
process (Chakravarti, 2023). Professional development programs are essential to bridge this
gap, equipping teachers with the skills to navigate AI platforms, interpret data analytics, and
design blended learning environments. Such initiatives should focus on fostering digital
literacy, pedagogical alignment, and practical application of AI tools.
Ethical concerns, including data privacy and algorithmic biases, present significant
challenges to AI integration. Many AI tools collect and analyze sensitive learner data, raising
questions about transparency, consent, and data security (Bertino et al., 2019). Furthermore,
cultural insensitivity in AI-driven content can undermine learning outcomes, particularly for
learners from diverse sociolinguistic backgrounds (Ulla et al., 2024). For instance, language
models trained predominantly on Western-centric datasets may fail to accommodate regional
linguistic variations, leading to a disconnect between learners and instructional material.
Developers must prioritize inclusivity by incorporating diverse linguistic datasets and ensuring
transparency in AI systems.
The review highlights gaps in longitudinal studies examining the sustained impact of
AI on language proficiency. Most existing research focuses on short-term outcomes, neglecting
the long-term efficacy and adaptability of AI tools. Additionally, there is a limited exploration
of blended learning environments, which combine AI-driven personalization with collaborative
classroom activities. Such hybrid approaches have the potential to balance technological
innovation with human interaction, fostering holistic language development.
To address the identified challenges and optimize the benefits of AI in ELT, the
following framework is proposed:
Figure 2. The proposed AI Integration in the English Language learning Framework

Access and Equity Teacher Training

Ethical Standards Blended Learning Models

This framework underscores the interplay between technological innovation and

human-centric teaching practices, paving the way for a more inclusive and effective AI-
enhanced language learning environment. 1) Access and Equity: Institutions must invest in
digital infrastructure and policy initiatives to ensure equitable access to AI tools. Subsidized
devices, internet provision, and community-based digital literacy programs can mitigate
accessibility barriers. 2) Teacher Training and Support: Professional development programs
should be implemented to equip educators with the skills needed to integrate AI effectively.
Training should emphasize practical application, data interpretation, and blended learning

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design. 3)Ethical Standards: Developers and institutions must prioritize ethical considerations,
ensuring transparency in data usage, mitigating biases, and fostering cultural inclusivity.
Policies should be established to safeguard learner data and promote responsible AI practices.
4) Blended Learning Models: Hybrid approaches that combine AI-driven personalization with
collaborative, communicative classroom activities should be promoted. This model balances
the efficiency of AI tools with the interpersonal dynamics of traditional learning.
While AI tools offer transformative potential, over-reliance on technology may
diminish opportunities for critical thinking, creativity, and collaboration essential components
of language acquisition. To mitigate these risks, institutions should adopt a balanced approach,
integrating AI as a complement to traditional pedagogical methods rather than a replacement.
Future research should prioritize longitudinal studies to assess the sustained impact of AI tools
on language learning outcomes. Additionally, cross-cultural studies are necessary to explore
AI’s adaptability to diverse educational contexts. Collaborative efforts between educators,
developers, and policymakers are essential to refine AI tools and foster inclusive, effective,
and ethical AI-driven language education.

CONCLUSION
The integration of AI into English language teaching holds significant promise for
enhancing learning engagement, personalization, and language skill development. This review
highlights that AI tools like Duolingo's AI-powered conversational agents, Grammarly, and
Google's Speech-to-Text API positively impact speaking and writing proficiency, creating
more interactive and tailored learning experiences. However, several challenges, such as
accessibility issues, teacher readiness, and ethical concerns regarding data privacy, need to be
addressed to realize AI's full potential in ELT.
The proposed framework emphasizes access, teacher support, ethical standards, and
blended learning to guide sustainable AI integration. To improve teacher readiness, the
framework suggests targeted professional development programs, including hands-on
workshops and resources for integrating AI tools into lesson plans. For ethical standards, it
advocates for robust data privacy measures, such as secure data storage protocols and
transparent consent processes for learners. This framework can serve as a foundation for
educators, developers, and policymakers, ensuring AI implementation aligns with pedagogical
and ethical goals.
As AI technologies continue to evolve, future research should focus on longitudinal
studies, cross-cultural applications, and blended models that balance AI-driven learning with
human interaction. By addressing these specific challenges through a well-structured
framework, stakeholders can better harness AI's potential to create equitable and impactful
learning experiences. This review provides insights for creating an AI-enhanced, inclusive, and
ethical English language learning environment, advancing both technology adoption and
effective language education practices.

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