The impact of artificial intelligence on language learning among ‎Iranians EFL learners: a systematic review

Artificial Intelligence (AI) has become a significant driving force in transforming English as a ‎Foreign Language (EFL) education worldwide. This review study investigates the impact of AI on ‎language learning among Iranian EFL learners by synthesizing findings from recent empirical and ‎review-based studies. The study focuses on key AI applications in language education, including ‎generative AI systems (e.g., ChatGPT), intelligent tutoring systems, automated writing evaluation ‎tools, chatbots, and adaptive language learning platforms.‎The review reveals that AI technologies have a generally positive impact on multiple dimensions of ‎language learning. The most frequently reported benefits include improvement in writing ‎performance, vocabulary acquisition, confidence in speaking, learner engagement, and learner ‎autonomy. AI-powered tools provide learners with immediate feedback, personalized learning ‎pathways, and continuous opportunities for practice beyond the classroom environment, which is ‎particularly valuable in the Iranian EFL context where exposure to authentic English ‎communication may be limited.‎However, the findings also highlight several challenges associated with AI-assisted language ‎learning. These include overreliance on AI-generated content, concerns related to academic ‎integrity, limited digital literacy, ethical issues, and the potential inaccuracy of AI outputs. The ‎study emphasizes that the effectiveness of AI integration depends on appropriate pedagogical ‎design and learners’ ability to use these tools critically and responsibly.‎Grounded in Sociocultural Theory, Constructivist Learning Theory, and the Technology ‎Acceptance Model (TAM), this review provides a theoretical understanding of how AI supports ‎language learning processes and influences learner behavior. The study concludes that AI has ‎substantial potential to enhance EFL learning in Iran when used as a complementary educational ‎tool rather than a replacement for traditional instruction.‎

کلیدواژه ها:

Artificial Intelligence ، EFL learners ، Iran ، language learning ، ChatGPT ، systematic review ، ‎educational technology