Akademik Veri Yönetim Sistemi
10th International Ktudell Conference, Trabzon, Türkiye, 29 - 30 Mayıs 2025, ss.144, (Özet Bildiri)
Abstract
As education is considered one of the main improvement criteria for
realities and communities, researchers have been looking at the usage of Artificial Intelligence
(AI) in this field. To provide specific information about AI tools in EFL
settings, this systematic review underlines essential points such as existing
AI tools, research methodologies, as well as limitations of the AI. More
specifically, the systematic review examines different applications of AI tools
used in evaluation of students’ writing and speaking performances as well as an
exploration of EFL instructor experiences with AI tools, and EFL instructors’
and learners’ perceptions of AI tools. This systematic review also presents
comprehensive bibliometric analysis to illuminate
the salient research trends on AI tools in EFL settings over four years
(2020–2024). Articles from Web of Scopus are examined for the bibliometric
analysis in order to investigate research patterns in the field. Results of
this systematic review show that the future is encouraging for AI tools in ELT
contexts. The exploitation of AI tools in this area has greatly contributed to
the teaching and learning processes of which productive skills would ensure
learners’ mastery. The pedagogical implication
is that there is openness to integrating AI and education but also
caution towards its challenges which include reliability, alignment with given
tasks, and lack of pedagogical scaffolding. The systematic review expressed
positive perspectives on using AI tools. The mixed research method was also
discovered to be the most used. Finally, the current analysis identified major
implications that lay a solid platform for future research.
Keywords: AI tools, educational AI, AI in EFL