The effectiveness of using artificial intelligence-assisted tools in second and foreign language learning: a systematic review

Thesis

With the rapid evolution of artificial intelligence (AI), the potential of AI technologies to support language learning and teaching has captured increasing scholarly attention. This study systematically reviews publications since 1956 to provide an overview of the characteristics of existing research on AI-assisted second or foreign language (L2/FL) learning and assess its effect on learning outcomes and learning perceptions. The systematic review first presents a mapping of 105 eligible studies, identifying (1) a notable increase in the number of research outputs over the past four years; (2) a particular interest in tertiary-level language learners; (3) a primary focus on chatbots and writing skills as the most researched AI technology and language skill; and (4) a frequent absence of theoretical frameworks in research. The review then conducts an in-depth analysis of 71 studies in higher education contexts for the feasibility of data synthesis within the scheduled time. Findings revealed that (1) 92% of the 51 studies reporting learning outcomes demonstrated positive results; (2) learner perceptions of AI-assisted language learning were mixed, including consistent findings of enhanced motivation and willingness to communicate, but varied findings on learning attitudes, anxiety, and interest. However, the medium risk of bias across studies due to methodological flaws, such as lack of control groups and over-reliance on self-report data, suggested that the findings could not be taken as robust evidence for the effectiveness of AI-assisted language learning. The review provides the following theoretical and practical implications: (1) researchers should adopt more rigorous study designs, explore the application of AI technologies in primary and secondary education, and incorporate educational theories into future studies; (2) learners and teachers should keep utilising AI tools to facilitate personalised and interactive language learning; (3) developers should address the identified problems with AI-assisted language learning tools and promote further technological innovations.

Authors: Han, Y

• DOI: 10.5287/ora-aqymzrk9q
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: systematic review; ALSLA; ALSLA2024; language learning; artificial intelligence
• Subjects: Second language acquisition; Artificial intelligence; Applied linguistics