Transforming school EFL teaching with AI: A Systematic Review of Empirical Studies

Abstract This systematic review examines the integration and impact of Artificial Intelligence (AI) in English as a Foreign Language (EFL) teaching within schools and synthesizes findings to evaluate the effectiveness, challenges, and pedagogical implications of AI-driven tools and applications in enhancing school EFL education. Original empirical studies were identified from seven authentic databases (Scopus, Google Scholar, PsycInfo, PubMed, Web of Science, Science Direct, and ERIC), resulting in 189 eligible studies out of which 22 relevant studies reporting hands-on experiential learning outcomes of EFL students on AI use were included based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram. Findings revealed revolutionary impacts of AI in school EFL teaching in areas like adaptive learning systems, assessment, speech recognition, pronunciation and personalized learning experiences. The review highlights significant improvements in student engagement, motivation and language proficiency attributed to AI interventions while also addressing concerns regarding accessibility, teacher training, and ethical considerations. Recommendations for future research and practice are provided to curb challenges and optimize the use of AI. This review contributes to the growing body of knowledge on educational technology, providing valuable guidance for school teachers, policymakers, and researchers committed to advancing EFL education through innovative AI solutions.