Exploring the Integration of Artificial Intelligence Tools in English as a Foreign Language (EFL) Pedagogy. A Literature Review

Abstract

The introduction of artificial intelligence (AI) tools in schools has sparked a polarised debate about its negative impact on critical thinking, plagiarism, and problem-solving skills. Future educators will be affected by the tools, prompting this thesis to explore their potential benefits and challenges through a literature review. The main focus is particularly on its implementation in the English as a Foreign Language (EFL) classroom aiming to provide a balanced perspective in light of the rapidly evolving field of AI-powered education. By gathering data on empirical studies done in the EFL classroom where AI was used, two main skills were identified and focused on: writing and speaking. The results highlight both concerns and possibilities. The main concerns regard students’ overreliance on the tools, inaccuracies of tools, a lack of personalization, cultural bias, and potential issues of privacy. The possibilities include maximising time efficiency for teachers, lowering anxiety for students connected to performance, making education more equal for all students, and enhancing students’ proficiency through effective feedback and assessment. The interpretation of the results indicating whether AI is seen as a possibility or a concern seems to depend on the teacher using the tool. Preconceived ideas, education, and experience are background factors if the teacher successfully implements the tools. Most educators agree that a balanced approach is the way forward using the tools. To ensure the balanced and effective use of AI tools in the classroom, appropriate guidance is essential. The results of our review show further research needs to be done, for example on the accuracy of the tools, to maximise its use for students' and teachers’ benefit.