Scholarlink

<p>This systematic review explores the integration and impact of Artificial Intelligence in English as a Foreign Language teaching in schools, evaluating the effectiveness, challenges, and pedagogical implications of AI-driven tools. After screening 189 studies from seven databases, 22 relevant empirical studies focusing on experiential learning outcomes with AI use were selected, following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The findings highlight AI's transformative impact on school-based EFL education, offering tailored, interactive experiences. Students using AI tools showed significant improvements in reading, writing, listening, speaking, vocabulary, and overall language comprehension compared to traditional methods. Improvements in language proficiency align with all three domains of Bloom's Taxonomy. Tools like Natural Language Processing and Intelligent Tutoring Systems enhance instruction but struggle with language nuances and cultural contexts. Challenges like the digital divide, literacy gaps, teacher readiness and role confusion, cognitive load, and context-specific adaptation persist. Addressing these requires robust infrastructure, teacher training, and institutional support. The review offers valuable insights for teachers, policymakers, and researchers dedicated to advancing school-based EFL education with innovative AI solutions.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Transforming EFL Teaching with AI: A Systematic Review of Empirical Studies

  • 期刊论文

  • 发表日期：

    2025年4月7日

查看全文
  • Arnab Kundu,
  • Tripti Bej

摘要

This systematic review explores the integration and impact of Artificial Intelligence in English as a Foreign Language teaching in schools, evaluating the effectiveness, challenges, and pedagogical implications of AI-driven tools. After screening 189 studies from seven databases, 22 relevant empirical studies focusing on experiential learning outcomes with AI use were selected, following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The findings highlight AI's transformative impact on school-based EFL education, offering tailored, interactive experiences. Students using AI tools showed significant improvements in reading, writing, listening, speaking, vocabulary, and overall language comprehension compared to traditional methods. Improvements in language proficiency align with all three domains of Bloom's Taxonomy. Tools like Natural Language Processing and Intelligent Tutoring Systems enhance instruction but struggle with language nuances and cultural contexts. Challenges like the digital divide, literacy gaps, teacher readiness and role confusion, cognitive load, and context-specific adaptation persist. Addressing these requires robust infrastructure, teacher training, and institutional support. The review offers valuable insights for teachers, policymakers, and researchers dedicated to advancing school-based EFL education with innovative AI solutions.