Nurkhamimi Zainuddin
Faculty of Major Language Studies, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan, Malaysia
Nur Azlin Suhaimi
Faculty of Major Language Studies, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan, Malaysia
Mohammad Najib Jaffar
Faculty of Major Language Studies, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan, Malaysia
Norita Md Norwawi
Faculty of Science and Technology, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan, Malaysia
Muhammad Sabri Sahrir
Kuliyyah of Education, International Islamic University Malaysia, 53100 Gombak, Selangor, Malaysia
Wan Ab Aziz Wan Daud
Faculty of Language Studies and Human Development, Universiti Malaysia Kelantan, 16300 Bachok, Kelantan, Malaysia
Mohammad Taufiq Abdul Ghani
Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, 35900 Tanjung Malim, Perak, Malaysia
A plethora of publications have shed light, particularly on the affordances of artificial intelligence (AI) in language education, garnering significant attention, promising transformative impacts on teaching and learning practices. However, the rapid adoption of AI tools has raised ethical concerns regarding data privacy, bias and academic integrity. in response to these concerns, this systematic review aims to explore the responsible and ethical use of AI in language education (REALE) by examining recent literature from 2020 to 2024. The structure of this research revolves around two key questions: What are the emerging patterns and practices in REALE? and What research methodologies have been utilized in studies examining REALE? The researchers selected 9 studies from 65 publications in the Web of Science (WoS) and Scopus databases, following a rigorous screening process based on predefined inclusion and exclusion criteria. These selected studies were analyzed using thematic codes: the objective of the study, methodologies applied, sample, country and the key outcomes reported. The findings reveal a growing trend towards implementing AI in language education, with an emphasis on ethical training and awareness. The review suggests the necessity for educators and policymakers to develop comprehensive guidelines for the responsible and ethical use of AI in language education. It also recommends further research into inclusive and ethical AI practices across different educational levels to foster a more equitable and responsible use of technology in language education.
[1] Papadakis, S., 2024. IoT, AI, and ICT for Educational Applications: Technologies to Enable Education for All. Springer Nature: Cham, Switzerland. DOI: https://doi.org/10.1007/978-3-031-50139-5
[2] Al-Khassawneh, Y.A., 2023. A Review of Artificial Intelligence in Security and Privacy: Research Advances, Applications, Opportunities, and Challenges. Indonesian Journal of Science and Technology. 8(1), 79–96. DOI: https://doi.org/10.17509/ijost.v8i1.52709
[3] Agarry, R.O., Omolafe, E.V., Animashaun, V.O., et al., 2022. Primary Education Undergraduates' Competency in The Use of Artificial Intelligence for Learning in Kwara State. ASEAN Journal of Educational Research and Technology. 1(2), 111–118.
[4] Alimi, A.E., Buraimoh, O.F., Aladesusi, G.A., et al., 2021. University Students' Awareness of, Access to, and Use of Artificial Intelligence for Learning in Kwara State. Indonesian Journal of Teaching in Science. 1(2), 91–104. DOI: https://doi.org/10.17509/ijotis.v1i2.38014
[5] Aravantinos, S., Lavidas, K., Voulgari, I., et al., 2024. Educational Approaches with AΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus. Education Sciences. 14(7), 744. DOI: https://doi.org/10.3390/educsci14070744
[6] Widodo, S., Yulianti, Y., 2022. Developing Civics Education Textbook Based on ICT-Integrated Anti-Corruption Education. Jurnal Pendidikan Ilmu Sosial. 31(2), 227–238. DOI: https://doi.org/10.17509/jpis.v31i2.42957
[7] Boubker, O., 2024. From Chatting to Self-Educating: Can AI Tools Boost Student Learning Outcomes? Expert Systems with Applications. 238(Part A), 121820. DOI: https://doi.org/10.1016/j.eswa.2023.121820
[8] Park, W., Kwon, H., 2024. Implementing Artificial Intelligence Education for Middle School Technology Education in Republic of Korea. International Journal of Technology and Design Education. 34(1), 109–135. DOI: https://doi.org/10.1007/s10798-023-09812-2
[9] Williamson, B., 2024. The Social Life of AI in Education. International Journal of Artificial Intelligence in Education. 34(1), 97–104. DOI: https://doi.org/10.1007/s40593-023-00342-5
[10] Lavidas, K., Voulgari, I., Papadakis, S., et al., 2024. Determinants of Humanities and Social Sciences Students' Intentions to Use Artificial Intelligence Applications for Academic Purposes. Information. 15(6), 314. DOI: https://doi.org/10.3390/info15060314
[11] Anwar, M.R., Ahyarudin, H.A., 2023. AI-Powered Arabic Language Education in the Era of Society 5.0. IAIC Transactions on Sustainable Digital Innovation (ITSDI). 5(1), 50–57. DOI: https://doi.org/10.34306/itsdi.v5i1.607
[12] Hartono, W.J., Nurfitri, N., Ridwan, R., et al., 2023. Artificial Intelligence (AI) Solutions in English Language Teaching: Teachers-Students Perceptions and Experiences. Journal on Education. 6(1), 1452–1461. DOI: https://doi.org/10.31004/joe.v6i1.3101
[13] Dever, D.A., Azevedo, R., Cloude, E.B., et al., 2020. The Impact of Autonomy and Types of Informational Text Presentations in Game-Based Environments on Learning: Converging Multi-Channel Processes Data and Learning Outcomes. International Journal of Artificial Intelligence in Education. 30, 581–615. DOI: https://doi.org/10.1007/s40593-020-00215-1
[14] Rusmiyanto, R., Huriati, N., Fitriani, N., et al., 2023. The Role of Artificial Intelligence (AI) in Developing English Language Learner's Communication Skills. Journal on Education. 6(1), 750–757. DOI: https://doi.org/10.31004/joe.v6i1.2990
[15] Çağataylı, M., Çelebi, E., 2022. Estimating Academic Success in Higher Education Using Big Five Personality Traits, A Machine Learning Approach. Arabian Journal for Science and Engineering. 47(2), 1289–1298. DOI: https://doi.org/10.1007/s13369-021-05873-4
[16] Liang, J.C., Hwang, G.J., Chen, M.R.A., et al., 2021. Roles and Research Foci of Artificial Intelligence in Language Education: An Integrated Bibliographic Analysis and Systematic Review Approach. Interactive Learning Environments. 31(7), 4270–4296. DOI: https://doi.org/10.1080/10494820.2021.1958348
[17] Darvishi, A., Khosravi, H., Sadiq, S., et al., 2024. Impact of AI Assistance on Student Agency. Computers & Education. 210, 104967. DOI: https://doi.org/10.1016/j.compedu.2023.104967
[18] Bilad, M.R., 2023. Enhancing Engineering Electromagnetics Education: A Comparative Analysis of Synchronous and Asynchronous Learning Environments. International Journal of Essential Competencies in Education. 2(1), 66–74. DOI: https://doi.org/10.36312/ijece.v2i1.1369
[19] Binhammad, M.H.Y., Othman, A., Abuljadayel, L., et al., 2024. Investigating How Generative AI Can Create Personalized Learning Materials Tailored to Individual Student Needs. Creative Education. 15(7), 1499–1523. DOI: https://doi.org/10.4236/ce.2024.157091
[20] Huang, X., Zou, D., Cheng, G., et al., 2023. Trends, Research Issues and Applications of Artificial Intelligence in Language Education. Educational Technology & Society. 26(1), 112–131. Available form: https://www.jstor.org/stable/48707971 (cited 4 May 2024).
[21] Adair, A., 2023. Teaching and Learning With AI: How Artificial Intelligence Is Transforming The Future of Education. XRDS: Crossroads, The ACM Magazine for Students. 29(3), 7–9. DOI: http://dx.doi.org/10.1145/3589252
[22] Altinay, Z., Altinay, F., Sharma, R.C., et al., 2024. Capacity Building for Student Teachers in Learning, Teaching Artificial Intelligence for Quality of Education. Societies. 14(8), 148. DOI: https://doi.org/10.3390/soc14080148
[23] Moxon, S., 2021. Exploring the Effects of Automated Pronunciation Evaluation on L2 Students in Thailand. IAFOR Journal of Education. 9(3), 41–56. DOI: https://doi.org/10.22492/ije.9.3.03
[24] Vistorte, A.O.R., Deroncele-Acosta, A., Ayala, J.L.M., et al., 2024. Integrating Artificial Intelligence to Assess Emotions in Learning Environments: A Systematic Literature Review. Frontiers in Psychology. 15, 1387089. DOI: https://doi.org/10.3389/fpsyg.2024.1387089
[25] Parker, L., Carter, C., Karakas, A., et al., 2024. Graduate Instructors Navigating The AI Frontier: The Role of ChatGPT in Higher Education. Computers and Education Open, 6, 100166. DOI: https://doi.org/10.1016/j.caeo.2024.100166
[26] Pan, C., Zhang, X., 2023. A Longitudinal Study of Foreign Language Anxiety and Enjoyment. Language Teaching Research. 27(6), 1552–1575. DOI: https://doi.org/10.1177/1362168821993341
[27] Uzun, K., 2020. Future Prediction of L2 Writing Performance: A Machine Learning Approach. Journal of Educational Technology. 17(2). DOI: https://doi.org/10.26634/JET.17.2.16840
[28] Yeşilçınar, S., Erdemir, N., 2023. Are Enjoyment and Anxiety Specific to Culture? An Investigation Into The Sources of Turkish EFL Learners' Foreign Language Enjoyment and Anxiety. Innovation in Language Learning and Teaching. 17(2), 453–468. DOI: https://doi.org/10.1080/17501229.2022.2063295
[29] Zhou, L., Xi, Y., Lochtman, K., 2023. The Relationship Between Second Language Competence and Willingness to Communicate: The Moderating Effect of Foreign Language Anxiety. Journal of Multilingual and Multicultural Development. 44(2), 129–143. DOI: https://doi.org/10.1080/01434632.2020.1801697
[30] Wang, Y., Xue, L., 2024. Using AI-driven Chatbots to Foster Chinese EFL Students' Academic Engagement: An Intervention Study. Computers in Human Behavior. 159, 108353. DOI: https://doi.org/10.1016/j.chb.2024.108353
[31] Wu, H., Wang, Y., Wang, Y.L., 2024. “To Use Or Not to Use?”: A Mixed-Methods Study on The Determinants of EFL College Learners' Behavioral Intention to Use AI in The Distributed Learning Context. The International Review of Research in Open and Distributed Learning. 25(3), 158–178. DOI: https://doi.org/10.19173/irrodl.v25i3.7708
[32] Wang, X., Wang, S., 2024. Exploring Chinese EFL Learners' Engagement With Large Language Models: A Self-Determination Theory Perspective. Learning and Motivation. 87, 102014. DOI: https://doi.org/10.1016/j.lmot.2024.102014
[33] Wang, X., Reynolds, B.L., 2024. Beyond the Books: Exploring Factors Shaping Chinese English Learners' Engagement with Large Language Models for Vocabulary Learning. Education Sciences. 14(5), 496. DOI: https://doi.org/10.3390/educsci14050496
[34] Page, M.J., McKenzie, J.E., Bossuyt, P.M., et al., 2021. The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. Systematic Reviews. 10(1), 1–11. DOI: https://doi.org/10.1186/s13643-021-01626-4
[35] Klarin, A., 2024. How to Conduct A Bibliometric Content Analysis: Guidelines and Contributions of Content Co-Occurrence Or Co-Word Literature Reviews. International Journal of Consumer Studies. 48(2), e13031. DOI: https://doi.org/10.1111/ijcs.13031
[36] Yang, S., Dong, Y., Yu, Z.G., 2024. ChatGPT in Education: Ethical Considerations and Sentiment Analysis. International Journal of Information and Communication Technology Education (IJICTE), 20(1), 1–19. DOI: https://doi.org/10.4018/IJICTE.346826
[37] Ružić, I., Balaban, I., 2024. The Use of Social Robots as Teaching Assistants in Schools: Implications for Research and Practice. Revista de Educación a Distancia (RED), 24(78). DOI: https://doi.org/10.6018/red.600771
[38] Ross, E.A., Baines, J., 2024. Treading Water: New Data on The Impact of AI Ethics Information Sessions in Classics and Ancient Language Pedagogy. The Journal of Classics Teaching. 1–10. DOI: https://doi.org/10.1017/S2058631024000412
[39] Cong-Lem, N., Tran, T.N., Nguyen, T.T., 2024. Academic Integrity in The Age of Generative AI: Perceptions and Responses of Vietnamese EFL Teachers. Teaching English with Technology. 24(1), 28–47. DOI: https://doi.org/10.56297/FSYB3031/MXNB7567
[40] Hieu, H.H., Thao, L.T., 2024. Exploring the Impact of AI in Language Education: Vietnamese EFL Teachers' Views on Using ChatGPT for Fairy Tale Retelling Tasks. International Journal of Learning, Teaching and Educational Research. 23(3), 486–503. DOI: https://doi.org/10.26803/ijlter.23.3.24
[41] Ivanytska, N., Koliasa, O., Kovalevska, T., et al., 2024. Analyzing the Possibilities of Implementation of AI and Social Networks in Teaching Foreign Language Students: Ukrainian Universities Case Study. Arab World English Journal (AWEJ) Special Issue on ChatGPT, 306–318. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.21
[42] Avsheniuk, N., Lutsenko, O., Svyrydiuk, T., et al., 2024. Empowering Language Learners' Critical Thinking: Evaluating ChatGPT's Role in English Course Implementation. Arab World English Journal (AWEJ) Special Issue on ChatGPT, 210–224. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.14
[43] Noroozi, O., Soleimani, S., Farrokhnia, M., et al., 2024. Generative AI in Education: Pedagogical, Theoretical, and Methodological Perspectives. International Journal of Technology in Education. 7(3), 373–385. DOI: https://doi.org/10.46328/ijte.845
[44] Joseph, S., 2023. Large Language Model-Based Tools in Language Teaching to Develop Critical Thinking and Sustainable Cognitive Structures. Rupkatha Journal on Interdisciplinary Studies in Humanities. 15(4). DOI: https://doi.org/10.21659/rupkatha.v15n4.13
[45] Dunwoodie, K., Macaulay, L., Newman, A., 2023. Qualitative Interviewing in The Field of Work and Organisational Psychology: Benefits, Challenges and Guidelines for Researchers and Reviewers. Applied Psychology. 72(2), 863–889. DOI: https://doi.org/10.1111/apps.12414
[46] Hammersley, M., 2023. Are There Assessment Criteria for Qualitative Findings? A Challenge Facing Mixed Methods Research. Forum: Qualitative Social Research. 24(1). DOI: https://doi.org/10.17169/fqs-24.1.3935
[47] Willis, M.E., 2023. Critical Realism and Qualitative Research in Psychology. Qualitative Research in Psychology. 20(2), 265–288. DOI: https://doi.org/10.1080/14780887.2022.2157782
[48] Kogen, L., 2024. Qualitative Thematic Analysis of Transcripts in Social Change Research: Reflections on Common Misconceptions and Recommendations for Reporting Results. International Journal of Qualitative Methods. 23, 1–11. DOI: https://doi.org/10.1177/16094069231225919
[49] Oliveira, G., 2023. Developing a Codebook for Qualitative Data Analysis: Insights From A Study on Learning Transfer Between University and The Workplace. International Journal of Research & Method in Education. 46(3), 300–312. DOI: https://doi.org/10.1080/1743727X.2022.2128745
[50] Riazi, M., Ghanbar, H., Rezvani, R., 2023. Qualitative Data Coding and Analysis: A Systematic Review of The Papers Published in the Journal of Second Language Writing. Iranian Journal of Language Teaching Research. 11(1), 25–47. DOI: https://doi.org/10.30466/IJLTR.2023.121271
[51] Agarwal, S.A., Gupta, M., Chauhan, N.K.S., et al., 2024. Basic Concepts of Research Methodology & Statistics. Academic Guru Publishing House: Madhya Pradesh, India.
[52] Allen, G.I., Gan, L., Zheng, L., 2023. Interpretable Machine Learning for Discovery: Statistical Challenges and Opportunities. Annual Review of Statistics and Its Application. 11, 97–121. DOI: https://doi.org/10.1146/annurev-statistics-040120-030919
[53] Åkerlind, G.S., 2024. Common Misunderstandings of Phenomenographic Research in Higher Education. Higher Education Research & Development. 43(1), 1–16. DOI: https://doi.org/10.1080/07294360.2023.2218804
[54] Fischer, H.E., Boone, W.J., Neumann, K., 2023. Quantitative Research Designs and Approaches. In: Lederman, N.G., Zeidler, D.L., Lederman, J.S. (Eds.). Handbook of Research on Science Education. Routledge: London, UK. pp. 28–59.
[55] Kaeedi, A., Esfahani, A.R.N., Sharifian, F., et al., 2023. The Quantitative and Qualitative Study of The Effectiveness of The Problem-Based Learning Approach in Teaching Research Methods. Journal of University Teaching and Learning Practice. 20(5). DOI: https://doi.org/10.53761/1.20.5.07
[56] Humphreys, M., Jacobs, A.M., 2023. Integrated Inferences: Causal Models for Qualitative and Mixed-Method Research. Cambridge University Press: Cambridge, UK. DOI: https://doi.org/10.1017/9781316718636
[57] Knappertsbusch, F., 2023. From Paradigm Wars to Peaceful Coexistence? A Sociological Perspective on the Qualitative-Quantitative-Divide and Future Directions for Mixed Methods Methodology. Forum Qualitative Social Research. 24(1). DOI: https://doi.org/10.17169/fqs-24.1.3966
[58] Hirose, M., Creswell, J.W., 2023. Applying Core Quality Criteria of Mixed Methods Research to An Empirical Study. Journal of Mixed Methods Research. 17(1), 12–28. DOI: https://doi.org/10.1177/15586898221086346
[59] Mertens, D.M., 2023. Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods. Sage Publications: London, UK.
[60] Creswell, J.W., Plano Clark, V.L., 2023. Revisiting Mixed Methods Research Designs Twenty Years Later. In: Poth, C.N. (Ed.). The Sage Handbook of Mixed Methods Research Design. Sage Publications: London, UK. pp. 21–36. DOI: https://doi.org/10.4135/9781529682663.n6
[61] Wallwey, C., Kajfez, R.L., 2023. Quantitative Research Artifacts As Qualitative Data Collection Techniques in A Mixed Methods Research Study. Methods in Psychology. 8, 100115. DOI: https://doi.org/10.1016/j.metip.2023.100115
Copyright © 2024 Nurkhamimi Zainuddin, Nur Azlin Suhaimi, Mohammad Najib Jaffar, Norita Md Norwawi, Muhammad Sabri Sahrir, Wan Ab Aziz Wan Daud, Mohammad Taufiq Abdul Ghani
This is an open access article under the Creative Commons Attribution 4.0 International License.
