The Role of AI Platforms in Enhancing Motivation, Language Proficiency, and Intercultural Competence Among EFL Learners: A Scoping Review | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 8, Volume 89, Issue 1, January 2025, Page 189-208 PDF (518.33 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2025.426955 | ||||
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| Author | ||||
Hatim Abdulhadi Masoudi
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| Associate Professor of Applied Linguistics College of Arts and Humanities, Taibah University, Saudi Arabia | ||||
| Abstract | ||||
| rapid advancement of Artificial Intelligence (AI) technologies is transforming English as a Foreign Language (EFL) education. The study aims to comprehensively analyze peer-reviewed research to understand how AI technologies reshape language learning experiences, exploring their impacts on learner motivation, linguistic skills, and cross-cultural understanding. The review followed Arksey and O'Malley's framework and the Joanna Briggs Institute guidelines. The researcher systematically searched ERIC, Scopus, Web of Science, and Google Scholar databases, focusing on peer-reviewed articles published between 2010 and 2024. Inclusion criteria were applied to select empirical studies addressing AI’s impact on motivation, proficiency, or intercultural competence in EFL learning. The data were charted and synthesized narratively. The review revealed that AI platforms provide personalized, interactive learning experiences significantly boosting learner motivation. ChatGPT, Grammarly, and ELSA improved language skills, particularly writing, speaking, and grammatical accuracy. AI platforms also showed potential in developing intercultural competence by exposing learners to diverse cultural contexts. However, challenges such as contextual inaccuracies in feedback, over-reliance on AI tools, and ethical concerns like data privacy and algorithmic bias persist. AI platforms present transformative opportunities for EFL education, fostering personalized, engaging, and culturally enriched learning experiences. To maximize their potential, careful integration, ethical considerations, and ongoing refinement of AI tools are imperative. Future research should address long-term impacts and develop adaptive frameworks for inclusive and effective AI-enhanced education. | ||||
| Keywords | ||||
| Artificial Intelligence; EFL Learners; Motivation; Language Proficiency; Intercultural Competence; Educational Technology | ||||
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