Abstract
In recent years, artificial intelligence has moved from the margins of education to its very core, profoundly reshaping how English is taught and learned. This study offers a descriptive bibliometric overview of research on AI-assisted English language teaching (AI-ELT) based solely on data retrieved from the Scopus database between 2019 and 2025. Rather than relying on external analytic software, the analysis was conducted directly through Scopus’s built-in tools to ensure transparency and reproducibility.
The findings reveal an exceptional surge in academic productivity, especially after 2022, when generative models such as ChatGPT began influencing classroom practice and teacher research alike. Most publications are concentrated in the fields of social sciences and education, followed by computer science and the humanities, confirming the hybrid nature of AI-ELT as both a pedagogical and technological domain. The most active contributors and institutions are clustered in East Asia particularly in Hong Kong, mainland China, Taiwan, and Singapore reflecting the region’s growing leadership in educational AI.
Overall, the results indicate a paradigmatic shift from automation toward cognition and reflection in English pedagogy. AI is increasingly viewed not merely as a tool for efficiency but as a partner in meaning-making, creativity, and learner autonomy. The study concludes that future research should deepen empirical validation, explore teacher AI collaboration, and strengthen ethical frameworks that support human-centered innovation in language education.
References
- Hwang, G.-J., & Tu, Y.-F. (2021). Roles and research trends of artificial intelligence in language education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100027. https://doi.org/10.1016/j.caeai.2021.100027DOI ↗Google Scholar ↗
- Zou, D., & Xie, H. (2019). Personalized learning in AI-supported English teaching: A review and future directions. Interactive Learning Environments, 27(8), 1020–1036. https://doi.org/10.1080/10494820.2019.1619592DOI ↗Google Scholar ↗
- Chiu, T. K. F., & Hew, T. K. F. (2023). ChatGPT in education: Exploring the pedagogical affordances of generative AI for language learning. Education and Information Technologies, 28(12), 15831–15852. https://doi.org/10.1007/s10639-023-11705-9DOI ↗Google Scholar ↗
- Guo, K., & Wang, Y. (2022). Artificial intelligence-driven feedback in EFL writing: Implications for formative assessment. Computers & Education, 184, 104515. https://doi.org/10.1016/j.compedu.2022.104515DOI ↗Google Scholar ↗
- Xie, H., Zou, D., & Wang, F. L. (2021). Future trends in artificial intelligence and education: A bibliometric analysis of 20 years of research. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020DOI ↗Google Scholar ↗
- Moorhouse, B. L., & Li, Z. (2023). Teachers’ perceptions of ChatGPT in language teaching: Opportunities and challenges. Education and Information Technologies, 28(7), 8697–8716. https://doi.org/10.1007/s10639-023-11565-3DOI ↗Google Scholar ↗
- Chai, C. S., & Kong, S. C. (2022). Pedagogical reasoning in AI-augmented teaching: Toward teacher–AI collaboration. British Journal of Educational Technology, 53(6), 1300–1317. https://doi.org/10.1111/bjet.13227DOI ↗Google Scholar ↗
- Tu, Y.-F., & Hwang, G.-J. (2023). Developing AI literacy among EFL learners: Conceptualization and empirical validation. Computers and Education: Artificial Intelligence, 5, 100152. https://doi.org/10.1016/j.caeai.2023.100152DOI ↗Google Scholar ↗
- Gašević, D., & Chen, B. (2022). Learning analytics and AI in higher education: From automation to human–AI partnerships. Educational Technology Research and Development, 70(4), 1473–1492. https://doi.org/10.1007/s11423-022-10113-0DOI ↗Google Scholar ↗
- Zou, D., Xie, H., & Wang, F. L. (2023). A systematic review of AI-enhanced language learning: From adaptive systems to generative agents. Sustainability, 15(3), 2249. https://doi.org/10.3390/su15032249DOI ↗Google Scholar ↗
- Hwang, G.-J., & Lin, J. W. (2020). A review of intelligent learning environments in the context of EFL education. Computers & Education, 150, 103857. https://doi.org/10.1016/j.compedu.2020.103857DOI ↗Google Scholar ↗
- Almarabeh, T., & Yunus, M. M. (2023). ChatGPT as an assistant for English learners: A pedagogical exploration. Heliyon, 9(5), e15568. https://doi.org/10.1016/j.heliyon.2023.e15568DOI ↗Google Scholar ↗
- Hsu, T. C., & Chang, S. C. (2023). Integrating ChatGPT into task-based learning for EFL students: Opportunities and ethical challenges. Education Sciences, 13(6), 597. https://doi.org/10.3390/educsci13060597DOI ↗Google Scholar ↗
- Li, J., & Zhao, Y. (2022). AI-powered educational transformation in East Asia: Policies and pedagogical innovation. Asia Pacific Education Review, 23(4), 773–789. https://doi.org/10.1007/s12564-022-09736-5DOI ↗Google Scholar ↗
- Lu, M., & Wang, T. (2021). Exploring learners’ emotional engagement with AI-based English chatbots. Computers & Education, 170, 104223.Google Scholar ↗
- https://doi.org/10.1016/j.compedu.2021.104223DOI ↗Google Scholar ↗
- Park, M., & Jeon, J. (2023). Teachers’ readiness for AI integration in English teaching: Evidence from East Asia. Education and Information Technologies, 28(9), 11973–11994. https://doi.org/10.1007/s10639-023-11695-8DOI ↗Google Scholar ↗