SMC Reading Tools

Artificial intelligence (AI) is strengthening rapidly, and the release of ChatGPT and similar generative AI (GenAI) tools has brought about a substantial change in the conduct of education. The domain of English Language Teaching and Learning (ELT/L), amenable to technological integration, has also experienced a profound transformation in recent years when language education stakeholders began embracing the use of AI-powered applications in various facets of language pedagogy. Considering the recent advancements in artificial intelligence, this systematic literature review endeavors to explore the integration of generative AI technologies, such as AI Chatbots, AI-powered Speech Recognition Technology (AI-SRT), Machine Translation tools, Automated Evaluation Systems (AWE), and other AI applications in language education. The primary focus is to understand how these technological innovations facilitate language acquisition and enhance language skills, such as listening, speaking, reading, and writing in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts. Through scrupulously examining the existing literature, the study seeks to identify the most frequently used GenAI tools in language education and their pedagogical implications. Further, it seeks to determine the crucial language skills predominantly enhanced using AI, assess the efficacy of the tools used in their enhancement, and evaluate the impact of incorporating AI in language teaching and learning. The study comprehensively examines 55 research articles sourced from Scopus, Web of Science (WoS), Taylor & Francis, and Springer, published between December 2022 and May 2025, that highlight the significant advancements of AI as applied to language teaching and learning. The findings reveal that advanced generative AI tools can substantially transform and augment learners' language skills by offering a personalized, versatile, and dynamic learning environment. In addition, the study elucidates the limitations and challenges inherent in incorporating generative AI into language education and advocates for undertaking effective measures to optimize its inclusion. Furthermore, the study concludes by discussing avenues for future empirical studies.