AI-Powered Adaptive Learning Systems in ELT: A Systematic Literature Review (۲۰۱۵-۲۰۲۵)

The swift advancement of Artificial Intelligence (AI) has significantly reshaped educational practices, particularly in the field of English Language Teaching (ELT). Among the most transformative innovations are AI-powered adaptive learning systems, which provide dynamic, personalized learning pathways tailored to individual learners' needs. This study presents a systematic literature review (SLR) of both empirical and theoretical research conducted between ۲۰۱۵ and ۲۰۲۵, with the aim of examining how these systems have been integrated into ELT and the extent of their pedagogical impact. Following PRISMA guidelines, relevant studies were retrieved from major academic databases, including Scopus, Web of Science, and ERIC. After applying strict inclusion and exclusion criteria, a selected body of peer-reviewed articles was analyzed in depth. The review highlights emerging trends, pedagogical affordances, and implementation challenges associated with adaptive AI systems in ELT. Furthermore, it identifies key limitations in the current literature, particularly concerning ethical considerations, student data privacy, and the lack of longitudinal empirical evaluation. This synthesis provides valuable insights into the evolving role of AI in language education and offers practical and theoretical implications for educators, researchers, and decision-makers aiming to effectively integrate adaptive technologies into ELT contexts.

کلیدواژه ها:

AI-Powered Learning ، Adaptive Learning Systems ، English Language Teaching (ELT) ، Personalized Education ، Systematic Literature Review