From tools to pedagogical ecologies: a systematic review of artificial intelligence in EFL/ESL education

A systematic review of 221 peer-reviewed publications reveals that Artificial Intelligence (AI) is increasingly embedded in English as a Foreign/Second Language (EFL/ESL) education, evolving from isolated instructional aids to multifunctional pedagogical actors. Previous research was fragmented, but this review synthesizes how AI integrates across language skills, instructional domains, and educational contexts, identifying its pedagogical roles, mediating processes, reported outcomes, and contextual constraints.

Why it matters

The evolving role of AI in education signals a significant shift in pedagogical approaches, requiring strategic consideration for its effective integration. Understanding AI's multifunctional capabilities and implications for learning is crucial for maintaining competitive educational standards and preparing future workforces.

Key insights

• AI is increasingly integrated into EFL/ESL education, moving beyond fragmented, tool-focused applications.
• The systematic review analyzed 221 unique peer-reviewed publications using a PRISMA-guided methodology.
• AI is now functioning as 'multifunctional pedagogical actors' within EFL/ESL, rather than merely as isolated instructional tools.
• The review examined AI integration through four dimensions: pedagogical roles, mediating processes, reported outcomes, and contextual constraints.
• The most frequently identified role for AI was as a teacher or instructor.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1859248