Using AI-driven Large Language Models (LLMs) in English as a Foreign Language Education | ||||
| مجلة کلية التربية. بنها | ||||
| Article 18, Volume 36, Issue 143.1, July 2025, Page 1-22 PDF (714.81 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfeb.2025.401861.2190 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Rasha Dorgham  ; Lamyaa Bin Obaid
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| College of Languages and Translation Imam Mohammad Ibn Saud Islamic University | ||||
| Abstract | ||||
| Using Artificial Intelligence (AI) models in English language education shaped the theoretical and practical directions in Teaching English as a Foreign Language (TEFL) and its pertinent literature. The paper reviews the role of Artificial Intelligence-driven Large Language Models (LLMs) in English as a Foreign Language (EFL) education by analyzing current research on their applications, advantages, and obstacles. It follows a descriptive analytical approach to answer its questions. It discusses the development from early Computer-Assisted Language Learning tools to advanced transformer-based models such as GPT that have changed AI-driven language education features. The paper discusses the key applications such as text writing, reading comprehension, and vocabulary development applications. The key findings highlight LLMs’ ability to deliver detailed feedback and real-like learning experiences, with studies reporting improvements in grammatical accuracy, lexical variety, speaking fluency, and reading comprehension for EFL learners. Nonetheless, some limitations arise, such as linguistic biases, reliability, as well as cultural concerns. The findings also suggest that LLMs present unparalleled prospects for personalized language learning assistance, cultural contexts, and ethical considerations in language instruction. | ||||
| Keywords | ||||
| Models; English; LLM. EFL | ||||
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