Artificial intelligence in school language education: A systematic review of trends, challenges, and future Directions

Muhammad Imran; Norah Almusharraf; Khurram Shehzad

doi:10.32674/w506dk33

Authors

Muhammad Imran Prince Sultan University, Khazar University
Norah Almusharraf Prince Sultan University
Khurram Shehzad Northeastern University

DOI:

https://doi.org/10.32674/w506dk33

Keywords:

Adolescent learners, AI-assisted language learning, artificial intelligence in Education, school language learning, self-regulated learning, systematic review

Abstract

Artificial intelligence (AI) is increasingly transforming language education, yet research on its pedagogical integration in school settings remains limited. This systematic review synthesizes findings from 20 studies published between 2018 and 2025, selected using the PRISMA framework from Web of Science, Scopus, and Google Scholar. The review examined AI technologies, pedagogical integration, and developmental outcomes in elementary and secondary language education. Results identified four major AI functions: evaluative feedback, adaptive scaffolding, generative language support, and conversational assistance. Most studies focused on writing, with limited attention to speaking, listening, and reading. AI proved most effective when integrated into teacher-guided instruction, while learner self-regulation influenced outcomes. Key challenges included algorithm reliability, institutional readiness, data privacy, academic integrity, and equitable implementation, highlighting the need for human-centered, ethically guided AI integration.

References

Alghasab, M. B. (2025). English as a foreign language (EFL) secondary school students' use of artificial intelligence (AI) tools for developing writing skills: unveiling practices and perceptions. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2505304 DOI: https://doi.org/10.1080/2331186X.2025.2505304

Alqarni, A., & Alhramelah, A. (2025). Designing a smart voice assistant based on artificial intelligence to develop listening and speaking skills in English for elementary school students. Educational Process: International Journal, 17, Article e2025403. https://doi.org/10.22521/edupij.2025.17.403 DOI: https://doi.org/10.22521/edupij.2025.17.403

Andreani, W., & Ying, Y. (2019). PowPow interactive game in supporting English vocabulary learning for elementary students. Procedia Computer Science, 157, 473-478. https://doi.org/10.1016/j.procs.2019.09.005 DOI: https://doi.org/10.1016/j.procs.2019.09.005

Bailey, A. L., Abraham, M. E., Dong, J. Y., Torres, I. M., Wang, Y. P., Zamora, E., & Zhang, X. (2025). Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners. Linguistics and Education, 87, Article 101418. https://doi.org/10.1016/j.linged.2025.101418 DOI: https://doi.org/10.1016/j.linged.2025.101418

Barrot, J. S. (2023). Using automated written corrective feedback in writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584-607. https://doi.org/10.1080/09588221.2021.1936071 DOI: https://doi.org/10.1080/09588221.2021.1936071

Benkhalfallah, F., Laouar, M. R., & Benkhalfallah, M. S. (2024). Empowering education: Harnessing artificial intelligence for adaptive e-learning excellence. In Proceedings of the International Conference on Artificial Intelligence and Its Applications in the Age of Digital Transformation. https://doi.org/10.1007/978-3-031-71429-0_4 DOI: https://doi.org/10.1007/978-3-031-71429-0_4

Chu, L., Liu, Y., Zhai, Y., Wang, D., & Wu, Y. (2024). The use of deep learning integrating image recognition in language analysis technology in secondary school education. Scientific Reports, 14(1), Article 2888. https://doi.org/10.1038/s41598-024-52592-5 DOI: https://doi.org/10.1038/s41598-024-52592-5

Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Aldraiweesh, A., Alturki, U., Almutairy, S., Shutaleva, A., & Soomro, R. B. (2024). Extended TAM-based acceptance of AI-powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study. Heliyon, 10(8), Article eXXXXX. https://doi.org/10.1016/j.heliyon.2024.e29317 DOI: https://doi.org/10.1016/j.heliyon.2024.e29317

Dekhakhena, A. (2025). AI-powered personalized learning in EFL acquisition: Exploring adaptive instruction and feedback systems. Journal of Studies in Language, Culture and Society, 8(1), 111-131. https://asjp.cerist.dz/en/article/266936

Engeness, I. (2025). Cultural-historical perspective to design pedagogical AI for enhancing student writing. Technology, Knowledge and Learning, 1-22. https://doi.org/10.1007/s10758-025-09876-0 DOI: https://doi.org/10.1007/s10758-025-09876-0

Gull, A., Imran, M., Yiunas, M., & Afzaal, M. (2020). A descriptive study of challenges faced by English language teachers in integrating information and communication technology (ICT) tools at elementary level in Pakistan. International Journal of Advanced Science and Technology, 29(8), 290-305.

Gupta, M., & Yadav, A. K. (2025). Adoption of artificial intelligence technologies for enhancing English language skills in government senior secondary schools: Opportunities, challenges, and implementation strategies. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR), 8(4). https://www.ijamsr.com/issues/6_Volume%208_Issue%204/20250811_093922_8223.pdf

Gutiérrez, L. (2023). Artificial intelligence in language education: Navigating the potential and challenges of chatbots and NLP. Research Studies in English Language Teaching and Learning, 1(3), 180-191. https://doi.org/10.62583/rseltl.v1i3.44 DOI: https://doi.org/10.62583/rseltl.v1i3.44

Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., & O'Cathain, A. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285-291. https://doi.org/10.3233/EFI-180221 DOI: https://doi.org/10.3233/EFI-180221

https://doi.org/10.1016/j.system.2024.103501

https://doi.org/10.1080/17501229.2024.2384884

Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. https://doi.org/10.30935/cedtech/13605 DOI: https://doi.org/10.30935/cedtech/13605

Imran, M., Almusharraf, N., & Dalbani, H. (2024b). Future of writing in higher education: A review of prospective use of artificial intelligence and ChatGPT in academia. In Innovative pedagogical practices for higher education 4.0 (1st ed., pp. 108-124). Routledge. https://doi.org/10.1201/9781003400691 DOI: https://doi.org/10.1201/9781003400691-7

Imran, M., Qureshi, S. H., Qureshi, A. H., & Almusharraf, N. (2024a). Classification of English Words into Grammatical Notations Using Deep Learning Technique. Information, 15(12), 801. https://doi.org/10.3390/info15120801 DOI: https://doi.org/10.3390/info15120801

Jaramillo, J. J., Chiappe, A., & Delgado, F. S. (2025). From struggle to mastery: AI-powered writing skills in ESL education. Applied Sciences, 15(14). https://doi.org/10.3390/app15148079 DOI: https://doi.org/10.3390/app15148079

Ji, H., Han, I., & Ko, Y. (2023). A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education, 55(1), 48-63. https://doi.org/10.1080/15391523.2022.2142873 DOI: https://doi.org/10.1080/15391523.2022.2142873

Junaidi, J. (2020). Artificial intelligence in EFL context: Rising students' speaking performance with Lyra virtual assistance. International Journal of Advanced Science and Technology, 29(5), 6735-6741. https://repository.unilak.ac.id/1512/

Kessler, G. (2024). Using technology to improve language learners' accuracy. In Practical grammar teaching for the second language classroom (pp. 242-267). Routledge. https://doi.org/10.4324/9781032650883-13 DOI: https://doi.org/10.4324/9781032650883-13

Krange, I., Segaran, M., Gamlem, S., Moltudal, S., & Engeness, I. (2023). A triple challenge: Students' identification, interpretation, and use of individualized automated feedback in learning to write English as a foreign language. Interaction Design & Architecture(s), 56, 37-61. https://doi.org/10.55612/s-5002-059-001 DOI: https://doi.org/10.55612/s-5002-059-001

Lee, J., & Son, H. (2024). Enhancing EFL adolescents' writing skills using AI. Multimedia-Assisted Language Learning, 27(4). http://dx.doi.org/10.15702/mall.2024.27.4.200

Lei, H. (2022). High school students' foreign language vocabulary acquisition in the era of artificial intelligence. In Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021). https://doi.org/10.2991/assehr.k.220131.121 DOI: https://doi.org/10.2991/assehr.k.220131.121

Liang, J.-C., Hwang, G.-J., Chen, M.-R. A., & Darmawansah, D. (2023). Roles and research foci of artificial intelligence in language education: An integrated bibliographic analysis and systematic review approach. Interactive Learning Environments, 31(7), 4270-4296. https://doi.org/10.1080/10494820.2021.1958348 DOI: https://doi.org/10.1080/10494820.2021.1958348

Malakul, S., & Park, I. (2023). The effects of using an auto-subtitle system in educational videos to facilitate learning for secondary school students. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00224-2 DOI: https://doi.org/10.1186/s40561-023-00224-2

Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Educational Technology Research and Development, 68(4), 1613-1633. https://doi.org/10.1007/s11423-020-09812-2 DOI: https://doi.org/10.1007/s11423-020-09812-2

Mustafa, M. Y., Tlili, A., Lampropoulos, G., Huang, R., Jandrić, P., Zhao, J., Salha, S., Xu, L., Panda, S., & Kinshuk. (2024). A systematic review of literature reviews on artificial intelligence in education (AIED): A roadmap to a future research agenda. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00350-5 DOI: https://doi.org/10.1186/s40561-024-00350-5

Obateru, O. T., & Daramola, C. A. (2025). Effectiveness of an artificial intelligence literacy programme (AILP) in promoting responsible use of AI tools in English language learning among secondary school students in Oye-Ekiti. UNIZIK Journal of Educational Research and Policy Studies, 19(4). https://unijerps.org/index.php/unijerps/article/view/982

O'Dea, R. E., Lagisz, M., Jennions, M. D., Koricheva, J., Noble, D. W., Parker, T. H., Gurevitch, J., Page, M. J., Stewart, G., & Moher, D. (2021). Preferred reporting items for systematic reviews and meta-analyses in ecology and evolutionary biology: A PRISMA extension. Biological Reviews, 96(5), 1695-1722. https://doi.org/10.1111/brv.12721 DOI: https://doi.org/10.1111/brv.12721

Organ, A. (2023). Attitudes to the use of Google Translate for L2 production: Analysis of chatroom discussions among UK secondary school students. The Language Learning Journal, 51(3), 328-343. https://doi.org/10.1080/09571736.2021.2023896 DOI: https://doi.org/10.1080/09571736.2021.2023896

Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893-7925. https://doi.org/10.1007/s10639-022-10925-9 DOI: https://doi.org/10.1007/s10639-022-10925-9

Pennington, M. C., & Rogerson-Revell, P. (2018). Using technology for pronunciation teaching, learning, and assessment. In English pronunciation teaching and research: Contemporary perspectives (pp. 235-286). Springer. https://doi.org/10.1057/978-1-137-47677-7_5 DOI: https://doi.org/10.1057/978-1-137-47677-7_5

Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582-599. https://doi.org/10.1007/s40593-016-0110-3 DOI: https://doi.org/10.1007/s40593-016-0110-3

Sharmin, L., Kalima, R., Imran, M., Chauca, M., & Balladares, J. (2026). Teachers’ perceptions of AI in supporting students’ learning within globally diverse digital settings. Discover Education, 5, 75. https://doi.org/10.1007/s44217-025-01089-y DOI: https://doi.org/10.1007/s44217-025-01089-y

Shi, L., Li, S., & Xing, J. (2025). Exploring Chinese secondary EFL students' self-regulated learning and task engagement in AI-assisted classrooms: A latent growth curve modelling study. European Journal of Education, 60(4). https://doi.org/10.1111/ejed.70241 DOI: https://doi.org/10.1111/ejed.70241

Takii, K., Flanagan, B., Li, H., Yang, Y., Koike, K., & Ogata, H. (2024). Explainable eBook recommendation for extensive reading in K-12 EFL learning. Research and Practice in Technology Enhanced Learning, 20. https://doi.org/10.58459/rptel.2025.20027 DOI: https://doi.org/10.58459/rptel.2025.20027

Trân, N. H. B. (2025). The impact of task-based language learning on vocabulary development for Vietnamese EFL learners [master’s thesis, DALAT UNIVERSITY]. https://share.google/E64E3BkKXAJjpjmTY

Waqar, A., Khan, M. B., Shafiq, N., Skrzypkowski, K., Zagórski, K., & Zagórska, A. (2023). Assessment of challenges to the adoption of IoT for the safety management of small construction projects in Malaysia. Applied Sciences, 13(5), https://doi.org/10.3390/app13053340 DOI: https://doi.org/10.3390/app13053340

Wen, F., Li, Y., Zhou, Y., An, X., & Zou, Q. (2024). A study on the relationship between AI anxiety and AI behavioral intention of secondary school students learning English as a foreign language. Journal of Educational Technology Development and Exchange, 17(1), 130-154. https://doi.org/10.18785/jetde.1701.07 DOI: https://doi.org/10.18785/jetde.1701.07

Wiboolyasarin, W., Wiboolyasarin, K., Tiranant, P., Jinowat, N., & Boonyakitanont, P. (2025). AI-driven chatbots in second language education: A systematic review of their efficacy and pedagogical implications. Ampersand, 14. https://doi.org/10.1016/j.amper.2025.100224 DOI: https://doi.org/10.1016/j.amper.2025.100224

Wilson, J., Palermo, C., & Wibowo, A. (2024). Elementary English learners' engagement with automated feedback. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101890 DOI: https://doi.org/10.1016/j.learninstruc.2024.101890

Woo, D. J., Guo, K., & Salas-Pilco, S. Z. (2024). Writing creative stories with AI: Learning designs for secondary school students. Innovation in Language Learning and Teaching, 1-13. DOI: https://doi.org/10.1080/17501229.2024.2384884

Zhai, Y. (2025). Anxiety Reduction Training and EFL Learners’ Foreign Language Anxiety and Negative Emotions. Perceptual and Motor Skills, 133(2), 355-380. https://doi.org/10.1177/00315125251357458 DOI: https://doi.org/10.1177/00315125251357458

Zhang, D., Wu, J. G., & Fu, Z. (2024). From shy to fly: Facilitating EFL learners' willingness to communicate with an AI chatbot and an intelligent tutoring system. System, 127, Article 103501. DOI: https://doi.org/10.1016/j.system.2024.103501

Zhang, Q., Siraj, S. B., & Abdul Razak, R. B. (2025). Effects of AI chatbots on EFL students' critical thinking skills and intrinsic motivation in argumentative writing. Innovation in Language Learning and Teaching, 1-29. https://doi.org/10.1080/17501229.2025.2515111 DOI: https://doi.org/10.1080/17501229.2025.2515111

Zhu, T., Zhang, K., & Wang, W. Y. (2024). Embracing AI in education: Understanding the surge in large language model use by secondary students. arXiv Preprint, arXiv:2411.18708. https://doi.org/10.48550/arXiv.2411.18708