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<p>This systematic review synthesizes findings from 20 peer-reviewed studies published between 2017 and 2023 to examine how intelligent tutoring systems (ITSs) are implemented in language learning contexts. The review explores the purposes for ITS adoption, their impact on learner outcomes, and the technological and pedagogical features that support their effectiveness. Results show that ITSs are primarily used to enhance language proficiency, support adaptive and personalized instruction, and promote learner engagement and autonomy. Systems incorporating natural language processing, speech recognition, and automated feedback were most effective when aligned with constructivist, communicative, or task-based instructional approaches. While many studies reported positive outcomes in vocabulary acquisition, pronunciation, and learner motivation, limitations on speech recognition accuracy and system responsiveness were also identified. The review highlights the need for continued development and evaluation of ITSs, especially in diverse and real-world learning environments, and offers implications for instructional designers, developers, and researchers.</p>

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Intelligent Tutoring Systems in Language Learning: A Systematic Review of Pedagogical Design and Learner Impact

  • 期刊论文

  • 发表日期：

    2025年11月27日

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  • Nazanin Adhami,
  • Robert L. Moore

摘要

This systematic review synthesizes findings from 20 peer-reviewed studies published between 2017 and 2023 to examine how intelligent tutoring systems (ITSs) are implemented in language learning contexts. The review explores the purposes for ITS adoption, their impact on learner outcomes, and the technological and pedagogical features that support their effectiveness. Results show that ITSs are primarily used to enhance language proficiency, support adaptive and personalized instruction, and promote learner engagement and autonomy. Systems incorporating natural language processing, speech recognition, and automated feedback were most effective when aligned with constructivist, communicative, or task-based instructional approaches. While many studies reported positive outcomes in vocabulary acquisition, pronunciation, and learner motivation, limitations on speech recognition accuracy and system responsiveness were also identified. The review highlights the need for continued development and evaluation of ITSs, especially in diverse and real-world learning environments, and offers implications for instructional designers, developers, and researchers.