The Impact of Popular Artificial Intelligence Tools on English Language Teaching and Learning: A Systematic Literature Review (2021-2025)

Artificial Intelligence (AI) has rapidly revolutionized English language education, delivering personalized feedback, adaptive curricula, and conversational practice. Yet evidence for its pedagogical value remains fragmented. This systematic literature review (SLR) synthesizes empirical studies published between 2021 and 2025 to map popular AI tools and evaluate their impact on English language teaching and learning. Guided by PRISMA, searches of WoS, Scopus and ERIC databases retrieved 430 records; after duplicate removal and rigorous screening, 39 peer-reviewed studies were appraised. Studies included higher education, teacher training, and mixed-ability K–12 classrooms across 21 countries, and utilized a range of research methodologies. Five tool categories dominate current practice: large-language-model chatbots (e.g., ChatGPT), AI-assisted writing correctors (Grammarly, QuillBot), adaptive mobile apps (Duolingo, Babbel), pronunciation analyzers (Speech Ace), and multimodal translators. Evidence converges on moderate-to-large gains in writing accuracy, vocabulary retention, pronunciation intelligibility and learner motivation, alongside reduced teacher administrative load. Benefits, however, depend on digital access, teacher training, and learners’ critical engagement. Research gaps include the lack of longitudinal or experimental designs, limited focus on K–12 or low-resource contexts, and insufficient examination of ethical and data-privacy issues. The review contributes an integrative evidence base, highlights gaps, and proposes an agenda based on rigorous efficacy studies, equity oriented implementation, and ethical governance. AI tools show significant potential for English language education. However, achieving this potential requires context-specific integration, educator training, and ongoing investigation into long-term learning outcomes. This SLR provides practitioners with a framework of applicable tools and practical guidance for responsible classroom implementation globally, facilitating deployment.

Artificial Intelligence, English as a Second Language, English as a Foreign Language, Artificial Intelligence in Education, Teaching and Learning

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