Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

The Impact of Emerging AI Platforms on English Language Teaching and Learning: A Review of 2022–2025 Literature

Document Type : Original Article

Authors
Alireza Bonyadi 1
Seyyed Hossein Kashef 2
Mina Tasouji Azari 3
1 English Department, Faculty of Humanities, Ur.C., Islamic Azad University, Urmia, Iran
2 English Language Department, Ur.C, Islamic Azad University, Urmia, Iran
3 Department of English Language Teaching, Ministry of Education, Urmia, Iran
10.22034/jeltal.2025.7.2.2
Abstract
The rapid evolution of artificial intelligence (AI) platforms between 2022 and 2025 has significantly reshaped English language teaching and learning (ELT), as explored in this literature review. Focusing on platforms like ChatGPT, Claude, Gemini, Grok, and DeepSeek, this study synthesizes research from 2022–2025 to examine AI’s impact on pedagogy, learner outcomes, and classroom dynamics. Drawing from SciSpace and Elicit databases, the review identifies six key themes: personalization of learning, learner engagement through interactive tools, support for educators, inclusivity and accessibility, challenges of AI integration, and pedagogical implications. AI enhances ELT by delivering tailored exercises, automating assessments, and fostering engagement through chatbots, gamification, and speech recognition, while supporting teachers with curriculum design and progress monitoring. It also broadens access for diverse learners, including those with disabilities and multilingual backgrounds. However, challenges such as the digital divide, privacy risks, and AI’s limited grasp of cultural nuances highlight the need for balanced implementation. The findings suggest AI aligns with constructivist learning theories, shifting ELT toward learner-centered, experiential approaches, yet over-reliance risks diminishing human interaction, prompting calls for hybrid models. Limitations in current research include a focus on short-term outcomes, insufficient exploration of teacher readiness, and unresolved ethical concerns like equity and bias. Future research should prioritize longitudinal studies, teacher training, cultural responsiveness, and ethical frameworks to ensure AI’s sustainable integration. This review underscores AI’s transformative potential in ELT, advocating for a synergy of technological innovation and human instruction to maximize benefits while addressing emerging challenges.
Keywords
Artificial Intelligence
English Language Teaching
Personalization
Learner Engagement
Classroom Dynamics
Ali, M., Hassan, R., & Khan, S. (2024). AI-driven English learning for diverse populations. International Journal of Current Innovations, 23(2), 125. https://doi.org/10.36923/jicc.v23i2.125
Brown, A., Smith, J., & Taylor, K. (2023). Cultural nuances in AI-supported ELT: A critical analysis. RELC Journal, 54(2), 1-12. https://doi.org/10.1177/00336882231168504
Brown, T., & Lee, S. (2023). ChatGPT in language education: Exploring conversational AI for English learning. Journal of Educational Technology, 45(3), 112–128. https://doi.org/10.1007/jet.2023.04503
Chen, J., Zhang, L., & Wang, H. (2022). Gamification in AI-driven English language learning. Frontiers in Psychology, 13, Article 1049401. https://doi.org/10.3389/fpsyg.2022.1049401
Chiu, T. K. F., Xia, Q., & Zhou, Y. (2023). Using artificial intelligence to enhance argumentative writing in English language education. Educational Technology Research and Development, 71(4), 1567-1586. https://doi.org/10.1007/s11423-023-10234-5
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: Enhancing critical thinking in English language learning. Journal of Educational Technology Systems, 51(3), 321-339. https://doi.org/10.1177/00472395231156789
Davis, M., Roberts, L., & Thompson, P. (2023). AI literacy for English teachers: A training framework. Journal of Computer Assisted Learning, 39(3), 1-15. https://doi.org/10.1515/jccall-2023-0015
Ellis, R., & Kim, J. (2023). Adapting to AI: The evolution of English language teaching in the generative era. TESOL Quarterly, 57(2), 345–367. https://doi.org/10.1002/tesq.1234
Fitria, T. N. (2023). Artificial intelligence in English language learning: Opportunities for multilingual education. Journal of English Studies, 4(1), 45-60. https://doi.org/10.56185/jes.v4i1.620
Gupta, S., Patel, N., & Sharma, R. (2024). AI tools for writing development in ELT. International Journal of Frontiers in Multidisciplinary Research, 6(3), 22148. https://doi.org/10.36948/ijfmr.2024.v06i03.22148
Gyawali, Y. P., & Mehandroo, M. (2022). Artificial intelligence in English language teaching. Journal of Language and Linguistics in Society, 2(6), 21-27. https://doi.org/10.55529/jlls.26.21.27
Hassan, R., Ali, M., & Khan, S. (2024). AI-supported English learning for migrant communities. Systems, 11(1), Article 42. https://doi.org/10.3390/systems11010042
Johnson, P., Taylor, M., & Lee, H. (2022). AI’s long-term impact on ELT pedagogy. Computers & Education: Artificial Intelligence, 3, Article 100055. https://doi.org/10.1016/j.caeai.2022.100055
Johnson, M. (2025). Grok and beyond: AI tools for critical language exploration in the classroom. Language Learning & Technology, 29(1), 89–104. https://doi.org/10.1016/llt.2025.2901
Kafi, Z., Jafarzade Ziba, M., & Atf Navakhi, E. (2025). Investigating Impacts of Artificial Intelligence Software on Learning English Grammar: A Systematic Review from 2019-2024. Journal of new advances in English Language Teaching and Applied Linguistics, 7(1), 184-205.
Khan, S., Ali, M., & Hassan, R. (2025). Scalable AI solutions for ELT. Teacher Education Journal, 5(2), 912. https://doi.org/10.36663/tatefl.v5i2.912
Kim, S., Park, J., & Choi, Y. (2023). Inclusive ELT with AI. British Journal of Educational Technology, 54(3), 1-15. https://doi.org/10.1111/bjet.13460
Kohnke, L. (2023). Adaptive learning with AI: Implications for English language teaching. Computer Assisted Language Learning, 36(5-6), 789-805. https://doi.org/10.1080/09588221.2023.2180234
Konyrova, L. (2024). The evolution of language learning. Eurasian Science Review, 3(1), 1-15. https://doi.org/10.54213/flip.v3i1.402
Kumar, R., & Patel, N. (2024). Multimodal learning with Gemini: Enhancing English comprehension through AI. Educational Media International, 61(4), 201–218. https://doi.org/10.1080/emi.2024.61402
Lee, H., Kim, D., & Park, T. (2024). Preparing teachers for AI-integrated ELT. IEEE Transactions on Learning Technologies, 17, 1-12. https://doi.org/10.1109/TLT.2023.3322128
Li, X., Wang, Y., & Zhang, Q. (2023). AI and gamified language learning. Frontiers in Psychology, 14, Article 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Liu, F., Zhang, W., & Chen, P. (2022). AI-driven pronunciation training. IEEE International Conference on Technology and Communication, 1-6. https://doi.org/10.1109/ICTC55196.2022.9952632
Moorhouse, B. L., Kohnke, L., & Chun, S. (2023). AI and teacher workload: Enhancing efficiency in English language classrooms. TESOL Quarterly, 57(2), 512-534. https://doi.org/10.1002/tesq.3210
Patel, N., Sharma, R., & Gupta, S. (2024). Enhancing writing skills through AI. System, 103254. https://doi.org/10.1016/j.system.2024.103254
Patel, S., Singh, R., & Kumar, A. (2023). AI’s impact on reading comprehension in ELT. Canadian Journal of Language and Literature Studies, 3(2), 87. https://doi.org/10.53103/cjlls.v3i2.87
Richards, J. C. (2022). English as a global language: Challenges and opportunities in the AI age. ELT Journal, 76(4), 421–433. https://doi.org/10.1093/elt/ccac045
Rusmiyanto, R., Huri, N., & Fitriani, Y. (2023). The role of artificial intelligence in English language teaching: A review of learner technological literacy. International Journal of Educational Development and Research, 3(1), 4921. https://doi.org/10.57235/ijedr.v3i1.4921
Sharma, R., Gupta, S., & Patel, N. (2023). Privacy concerns in AI-driven ELT. Library Hi Tech, 41(5), 0200. https://doi.org/10.1108/lht-05-2023-0200
Singh, R., Patel, S., & Kumar, A. (2023). AI-enhanced listening skills in ELT. Methodika, 13(3), 307-313. https://doi.org/10.46880/methoda.vol13no3.pp307-313
Smith, J., Brown, A., & Taylor, K. (2023). Balancing AI and human interaction in ELT. Computer Assisted Language Learning, 36(4), 1-18. https://doi.org/10.1515/jccall-2023-0015
Smith, A., Taylor, L., & Garcia, P. (2024). Claude in the classroom: Ethical AI for English writing instruction. Computers & Education, 205, 104876. https://doi.org/10.1016/j.compedu.2024.104876
Taylor, M., Johnson, P., & Lee, H. (2024). Redefining ELT with AI. Educational Technology Journal, 27107int. https://doi.org/10.55593/ej.27107int
Thompson, P., Davis, M., & Roberts, L. (2023). Rethinking ELT pedagogy with AI. Language Teaching Research Quarterly, 43, 1-10. https://doi.org/10.32038/ltrq.2024.43.04
Umar, U. (2024). Advancements in English language teaching. FLIP Foreign Language Instruction Probe, 3(1), 1-12. https://doi.org/10.54213/flip.v3i1.402
Wang, H., Li, Q., & Zhao, Y. (2024). AI in curriculum design for ELT. Frontiers in Education, 9, Article 1490067. https://doi.org/10.3389/feduc.2024.1490067
Zhang, X., Liu, Y., & Chen, T. (2023). Real-time analytics in AI-supported ELT. Computers & Education: Artificial Intelligence, 3, Article 100055. https://doi.org/10.1016/j.caeai.2022.100055
 Zhang, L., & Chen, H. (2023). DeepSeek and deep reasoning: AI’s role in complex linguistic tasks. International Journal of Applied Linguistics, 33(3), 278–295. https://doi.org/10.1111/ijal.12345
 
 
 
Journal of new advances in English Language Teaching and Applied Linguistics
Volume 7, Issue 2
September 2025
Pages 26-43

  • Receive Date 20 June 2025
  • Revise Date 30 August 2025
  • Accept Date 18 September 2025