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The use of generative artificial intelligence for english language learning

Proceedings Academic Universitas Jambi · Vol. 1 No. 3 (2025) · hlm. 1258–1263

DOI
10.22437/proca.v1i3.50595
Terbit
2025-12-16
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

The rapid evolution of Artificial Intelligence (AI) has profoundly impacted the field of English Language Learning (ELL). This literature review synthesizes recent empirical and theoretical studies to provide a comprehensive overview of the integration of AI tools such as chatbots, intelligent tutoring systems, and AI-powered language learning applications into ELL. The review identifies key applications across the four major language skills (speaking, writing, reading, and listening), highlighting AI's role in delivering personalized, adaptive, and immediate feedback-driven learning experiences. While the literature overwhelmingly supports AI's positive impact on learner engagement, motivation, and skill acquisition, it also foregrounds significant challenges. These include concerns regarding ethical issues, data privacy, the digital divide, potential over-reliance on technology, and the requisite for adequate teacher training. Finally, this article proposes directions for future research and pedagogical practice, emphasizing the necessity of a thoughtful, hybrid approach that maximizes the potential of AI while preserving the irreplaceable role of human educators.

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Yulhenli ThabranAfiliasi tidak diketahui1
Radiatan MardiahAfiliasi tidak diketahui1
Nunung FajaryaniAfiliasi tidak diketahui1
RD. M. AliAfiliasi tidak diketahui1
Fatan Tsarif AlmuqsithAfiliasi tidak diketahui1
Annisa Rizkika RamadhaniAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/PROCA/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">The use of generative artificial intelligence for english language learning</dc:title>
	<dc:creator xml:lang="en">Arif, Tubagus Zam Zam Al</dc:creator>
	<dc:creator xml:lang="en">Kurniawan, Dedy</dc:creator>
	<dc:creator xml:lang="en">Armiawati</dc:creator>
	<dc:creator xml:lang="en">Noprival</dc:creator>
	<dc:creator xml:lang="en">Volya, Duty</dc:creator>
	<dc:creator xml:lang="en">G, S. Mayza Zahrafattuna Giyatri.</dc:creator>
	<dc:subject xml:lang="en">Artificial Intelligence</dc:subject>
	<dc:subject xml:lang="en">EFL</dc:subject>
	<dc:subject xml:lang="en">English Language Learning</dc:subject>
	<dc:subject xml:lang="en">Literature Review</dc:subject>
	<dc:description xml:lang="en">The rapid evolution of Artificial Intelligence (AI) has profoundly impacted the field of English Language Learning (ELL). This literature review synthesizes recent empirical and theoretical studies to provide a comprehensive overview of the integration of AI tools such as chatbots, intelligent tutoring systems, and AI-powered language learning applications into ELL. The review identifies key applications across the four major language skills (speaking, writing, reading, and listening), highlighting AI's role in delivering personalized, adaptive, and immediate feedback-driven learning experiences. While the literature overwhelmingly supports AI's positive impact on learner engagement, motivation, and skill acquisition, it also foregrounds significant challenges. These include concerns regarding ethical issues, data privacy, the digital divide, potential over-reliance on technology, and the requisite for adequate teacher training. Finally, this article proposes directions for future research and pedagogical practice, emphasizing the necessity of a thoughtful, hybrid approach that maximizes the potential of AI while preserving the irreplaceable role of human educators.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-12-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/PROCA/article/view/50595</dc:identifier>
	<dc:identifier>10.22437/proca.v1i3.50595</dc:identifier>
	<dc:source xml:lang="en">Proceedings Academic Universitas Jambi; Vol. 1 No. 3 (2025): English Education International Conference (EDUTICON); 1258-1263</dc:source>
	<dc:source>10.22437/proca.v1i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/PROCA/article/view/50595/22874</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Tubagus Zam Zam Al Arif, Dedy Kurniawan, Armiawati, Noprival, Duty Volya, S. Mayza Zahrafattuna Giyatri. G</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>