The use of generative artificial intelligence for english language learning
DOI:
https://doi.org/10.22437/proca.v1i3.50595Keywords:
Artificial Intelligence, EFL, English Language Learning, Literature ReviewAbstract
The rapid evolution of Artificial Intelligence (AI) has profoundly impacted the field of English Language Learning (ELL). This literature review synthesizes recent empirical and theoretical studies to provide a comprehensive overview of the integration of AI tools such as chatbots, intelligent tutoring systems, and AI-powered language learning applications into ELL. The review identifies key applications across the four major language skills (speaking, writing, reading, and listening), highlighting AI's role in delivering personalized, adaptive, and immediate feedback-driven learning experiences. While the literature overwhelmingly supports AI's positive impact on learner engagement, motivation, and skill acquisition, it also foregrounds significant challenges. These include concerns regarding ethical issues, data privacy, the digital divide, potential over-reliance on technology, and the requisite for adequate teacher training. Finally, this article proposes directions for future research and pedagogical practice, emphasizing the necessity of a thoughtful, hybrid approach that maximizes the potential of AI while preserving the irreplaceable role of human educators.
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Copyright (c) 2025 Tubagus Zam Zam Al Arif, Dedy Kurniawan, Armiawati, Noprival, Duty Volya, S. Mayza Zahrafattuna Giyatri. G
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published with license by LPPM Universitas Jambi. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0 International). This license enables reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator.
