A Integrating AI into Asian Tertiary EFL Learners’ Speaking Instruction: A Systematic Literature Review

Authors

  • Huang Wang

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43650, Malaysia
  • Azlina Abdul Aziz

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43650, Malaysia
  • Faridah Mydin Kutty

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43650, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i3.8263
Received: 30 December 2025 | Revised: 3 February 2025 | Accepted: 5 February 2025 | Published Online: 27 February 2025

Abstract

Few systematic review research specifically explores the integration of artificial intelligence (AI) in English as a Foreign Language (EFL) speaking instruction in Asian higher education. Given current research trends, AI-based instruction is receiving increasing attention for its potential to enhance language learning. Therefore, this review aims to trace the trend of empirical research on integrating AI in EFL speaking instruction between 2018 and 2024 in Asia. Using the PRISMA systematic review protocol, this paper analyzed 21 studies on AI-integrated EFL speaking instruction, exploring trends, AI tools, integrating instructional methods, and the challenges between 2018 and 2024. This research finds that since 2022, research on integrating AI in EFL speaking instruction in higher education has increased significantly, mainly in East Asia, and the research methods are primarily quantitative studies. AI chatbots, apps, and platforms are predominantly seen in EFL speaking instruction and AI virtual human teachers have the potential to be applied in oral English classrooms. Task-based learning shows the greatest potential method for integrating AI into English-speaking instruction. However, several challenges hinder the full adoption of AI in EFL curricula, highlighting gaps in empirical research. This review contributes to the discourse on AI-enhanced EFL instruction by offering new insights into existing practices, identifying research gaps, and emphasizing the need for more effective AI tools and instructional methods in Asian higher education. The study underscores the importance of experimental and qualitative research to refine AI-based pedagogical strategies and enhance EFL learners’ speaking proficiency in tertiary education.

Keywords:

Artificial Intelligence; EFL Speaking; Language Learning; Tertiary Education; AI-Integrated Instruction

References

[1] Deepa, M.M., Golda, T.L., Meeran, J.A., et al., 2023. The Role of English Language Proficiency in Career Advancement: A Review of Empirical Studies. Journal of Harbin Engineering University. 44(8), 1293–1300. Available from: https://harbinengineeringjournal.com/index.php/journal/article/view/1052

[2] Drozdzial-Szelest, K., Pawlak, M. (Eds.), 2013. Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching: Studies in Honor of Waldemar Marton. Springer: Berlin/Heidelberg, Germany. DOI: https://doi.org/10.1007/978-3-642-23547-4

[3] Creighton, T.B., 2018. Digital Natives, Digital Immigrants, Digital Learners: An International Empirical Integrative Review of the Literature. Education Leadership Review. 19(1), 132–140. Available from: https://eric.ed.gov/?id=EJ1200802

[4] Adams Becker, S., Brown, M., Dahlstrom, E., et al., 2018. NMC Horizon Report: 2018 Higher Education Edition. Educause: Louisville, CO, USA.

[5] Luckin, R., Holmes, W., Griffiths, M., et al., 2016. Intelligence Unleashed: An Argument for AI in Education. Pearson: London, UK.

[6] Ellis, N.C., 2016. Salience, Cognition, Language Complexity, And Complex Adaptive Systems. Studies In Second Language Acquisition. 38(2), 341–351. DOI: https://doi.org/10.1017/S027226311600005X

[7] Yang, H., Kim, H., Lee, J.H., et al., 2022. Implementation of an AI Chatbot as an English Conversation Partner in EFL Speaking Classes. ReCALL. 34(3), 327–343. DOI: https://doi.org/10.1017/S0958344022000039

[8] Huang, W., Hew, K.F., Fryer, L.K., 2022. Chatbots for Language Learning—Are They Really Useful? A Systematic Review of Chatbot‐supported Language Learning. Journal of Computer Assisted Learning. 38(1), 237–257. DOI: https://doi.org/10.1111/jcal.12610

[9] Koç, F.Ş., Savaş, P., 2024. The Use of Artificially Intelligent Chatbots in English Language Learning: A Systematic Meta-Synthesis Study of Articles Published between 2010 and 2024. ReCALL. 1–18. DOI: https://doi.org/10.1017/S0958344024000168

[10] Zhang, S., Shan, C., Lee, J.S.Y., et al., 2023. Effect of Chatbot-assisted Language Learning: A Meta-analysis. Education and Information Technologies. 28(11), 15223–15243. DOI: https://doi.org/10.1007/s10639-023-11805-6

[11] Belda-Medina, J., Calvo-Ferrer, J.R., 2022. Using Chatbots as AI Conversational Partners in Language Learning. Applied Sciences. 12(17), 8427. DOI: https://doi.org/10.3390/app12178427

[12] Braun, V., Clarke, V., 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology. 3(2), 77–101. DOI: https://doi.org/10.1191/1478088706qp063oa

[13] Qiao, H., Zhao, A., 2023. Artificial Intelligence-Based Language Learning: Illuminating the Impact On Speaking Skills And Self-Regulation In Chinese EFL Context. Frontiers In Psychology. 14, 1255594. DOI: https://doi.org/10.3389/fpsyg.2023.1255594

[14] Lin, C.-J., Mubarok, H., 2021. Learning Analytics for Investigating the Mind Map-Guided AI Chatbot Approach in an EFL Flipped Speaking Classroom. Educational Technology & Society. 24(4), 16–35. Available from: https://creativecommons.org/licenses/by-nc-nd/3.0/

[15] Lee, S., 2024. EFL Learner Perceptions and Engagement of a Customized AI-Led Class. RELC Journal. 1–18. DOI: https://doi.org/10.1177/00336882241268662

[16] Chen, M.-R.A., 2024. The AI Chatbot Interaction for Semantic Learning: A Collaborative Note-taking Approach with EFL Students. Language Learning & Technology. 28(1), 1–25. Available from: https://hdl.handle.net/10125/73586

[17] Kim, H.-S., Cha, Y., Kim, N.Y., 2021. Effects of AI Chatbots on EFL Students’ Communication Skills. Korean Journal of English Language and Linguistics. 21, 712–734. DOI: https://doi.org/10.15738/kjell.21202108.712

[18] Ouyang, Z., Jiang, Y., Liu, H., 2024. The Effects of Duolingo, An AI-Integrated Technology, On EFL Learners’ Willingness to Communicate and Engagement in Online Classes. International Review of Research in Open and Distributed Learning. 25(3), 97–115. DOI: https://doi.org/10.19173/irrodl.v25i3.7677

[19] El Shazly, R., 2021. Effects Of Artificial Intelligence on English Speaking Anxiety and Speaking Performance: A Case Study. Expert Systems. 38(3), e12667. DOI: https://doi.org/10.1111/exsy.12667

[20] Chen, Y., 2024. Effects of Technology-enhanced Language Learning on Reducing EFL Learners’ Public Speaking Anxiety. Computer Assisted Language Learning. 37(4), 789–813. DOI: https://doi.org/10.1080/09588221.2022.2055083

[21] Darmawansah, D., Rachman, D., Febiyani, F., et al., 2024. ChatGPT-supported Collaborative Argumentation: Integrating Collaboration Script and Argument Mapping to Enhance EFL Students’ Argumentation Skills. Education and Information Technologies. 1–25. DOI: https://doi.org/10.1007/s10639-024-12986-4

[22] Kemelbekova, Z., Degtyareva, X., Yessenaman, S., et al., 2024. AI In Teaching English as A Foreign Language: Effectiveness and Prospects in Kazakh Higher Education. XLinguae. 17(1), 69–83. DOI: https://doi.org/10.18355/XL.2024.17.01.05

[23] Kim, H.-S., Kim, N.Y., Cha, Y., 2021. Is It Beneficial to Use AI Chatbots to Improve Learners’ Speaking Performance? The Journal of AsiaTEFL. 18(1), 161–178. DOI: https://doi.org/10.18823/asiatefl.2021.18.1.10.161

[24] Khoudri, I., 2024. Revolutionizing English Language Learning with AI: Boosting Student Receptive and Productive Skills. Pakistan Journal of Life and Social Sciences (PJLSS). 22(2), 1660–1670. DOI: https://doi.org/10.57239/PJLSS-2024-22.2.00115

[25] Shadiev, R., Fayziev, M., Abildinova, G., et al., 2023. Mobile Technology as a Catalyst for Enhancing EFL Speaking Skills in Social Language Learning Contexts. Proceedings of the 2023 IEEE Intl Conf on Dependable, Autonomic and Secure Computing, Intl Conf on Pervasive Intelligence and Computing, Intl Conf on Cloud and Big Data Computing, Intl Conf on Cyber Science and Technology Congress (DASC/PiCom/CBDCom/CyberSciTech); Abu Dhabi, United Arab; 14–17 November 2023. pp. 0422–0427. DOI: https://doi.org/10.1109/DASC/PiCom/CBDCom/Cy59711.2023.10361479

[26] Duong, T., Suppasetseree, S., 2024. The Effects of an Artificial Intelligence Voice Chatbot on Improving Vietnamese Undergraduate Students’ English-Speaking Skills. International Journal of Learning, Teaching and Educational Research. 23(3), 293–321. DOI: https://doi.org/10.26803/ijlter.23.3.15

[27] Zou, B., Guan, X., Shao, Y., et al., 2023. Supporting Speaking Practice by Social Network-Based Interaction in Artificial Intelligence (AI)-Assisted Language Learning. Sustainability. 15(4), 2872. DOI: https://doi.org/10.3390/su15042872

[28] Zou, B., Lyu, Q., Han, Y., et al., 2023. Exploring Students’ Acceptance of an Artificial Intelligence Speech Evaluation Program for EFL Speaking Practice: An Application of the Integrated Model of Technology Acceptance. Computer Assisted Language Learning. 1–26. DOI: https://doi.org/10.1080/09588221.2023.2278608

[29] Chen, Y., 2018. Reducing Language Speaking Anxiety among Adult EFL Learners with Interactive Holographic Learning Support System. Proceedings of the Innovative Technologies and Learning: First International Conference, ICITL 2018; Portorož, Slovenia; 27–30 August 2018. pp. 101–110. DOI: https://doi.org/10.1007/978-3-319-99737-7_1

[30] Huang, F., Zou, B., 2024. English Speaking with Artificial Intelligence (AI): The Roles of Enjoyment, Willingness to Communicate with AI, and Innovativeness. Computers in Human Behavior. 159, 108355. DOI: https://doi.org/10.1016/j.chb.2024.108355

[31] Zhang, C., Meng, Y., Ma, X., 2024. Artificial Intelligence in EFL Speaking: Impact on Enjoyment, Anxiety, and Willingness to Communicate. System. 121, 103259. DOI: https://doi.org/10.1016/j.system.2024.103259

[32] Zou, B., Du, Y., Wang, Z., et al., 2023. An Investigation into Artificial Intelligence Speech Evaluation Programs with Automatic Feedback for Developing EFL Learners’ Speaking Skills. SAGE Open. 13(3), 1–9. DOI: https://doi.org/10.1177/21582440231193818

[33] Zou, B., Liviero, S., Ma, Q., et al., 2024. Exploring EFL Learners’ Perceived Promise and Limitations of Using an Artificial Intelligence Speech Evaluation System for Speaking Practice. System. 126, 103497. DOI: https://doi.org/10.1016/j.system.2024.103497

[34] Moussalli, S., Cardoso, W., 2020. Intelligent Personal Assistants: Can They Understand and be Understood by Accented L2 Learners? Computer Assisted Language Learning. 33(8), 865–890. DOI: https://doi.org/10.1080/09588221.2019.1595664

[35] Dizon, G., 2020. Evaluating Intelligent Personal Assistants for L2 Listening and Speaking Development. Language Learning & Technology. 24(1), 16–26. DOI: https://doi.org/10125/44705

Downloads

How to Cite

Wang, H., Aziz, A. A., & Kutty, F. M. (2025). A Integrating AI into Asian Tertiary EFL Learners’ Speaking Instruction: A Systematic Literature Review. Forum for Linguistic Studies, 7(3), 104–119. https://doi.org/10.30564/fls.v7i3.8263

Issue

Vol. 7 , Iss. 3 (March 2025): In Progress

Article Type

Review

License

Copyright © 2025 Huang Wang, Azlina Abdul Aziz, Faridah Mydin Kutty

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.