Adaptive English as a foreign language learning with artificial intelligence tools: A systematic literature review.

Identificador:  imarina:9452214

Handle: https://hdl.handle.net/20.500.11797/imarina9452214

Autores:  Rebolledo, Roxana; Gisbert, Merce

Resumen:
This systematic literature review explores the potential of artificial intelligence (AI) tools in the teaching and learning process of English as a foreign language (TLEFL). Ninety-five studies published between 2019 and 2023 were identified systematically in the Web of Science, Scopus and ERIC databases. The search and selection were carried out following the PRISMA method, which allowed 22 articles to be selected for an in-depth analysis. The analysis permitted three fundamental aspects to be identified and categorised: the pedagogical uses of AI tools, the teaching strategies implemented, and the language skills developed in the teaching-learning process. The findings show that AI tools allow personalising teaching, developing specific language skills, assessing and providing adaptive feedback, and fostering authentic interactions. Teaching strategies include the design of experiential activities and blended learning. However, challenges such as terminological ambiguity, ethical considerations and the need for teacher training were identified. It is concluded that AI has great potential to improve TLEFL, but more research is needed on effective teaching strategies and good practices to make the most of these technologies in the classroom.