Harnessing Artificial Intelligence for English Language Learning: Opportunities, Practices, and Challenges

Abstract

This systematic literature review aims to analyze and synthesize updated research published in 2025 on the use of artificial intelligence (AI) in English language education, focusing on its roles, applications, and outcomes in enhancing language learning. Guided by the PRISMA 2020 framework, the review examines nine peerx50072-reviewed studies from the ERIC database and reputable journals, covering various AI tools such as chatbots, MOOCs, virtual tours, mobile learning apps, gamified platforms, and writing assistants. The findings show that AI supports personalized learning, improves learners’ engagement, autonomy, and language skills (speaking, writing, vocabulary, grammar, and communication), and provides valuable assistance in diverse educational contexts, including rural and special-needs settings. Despite these benefits, challenges such as limited infrastructure, digital literacy gaps, and dependence on technology remain significant barriers. The review concludes that effective integration of AI requires collaboration among educators, policymakers, and developers, as well as continuous teacher training, to ensure that AI complements traditional pedagogy and contributes to the advancement of English language education.