Aji Budi Rinekso, Ahmad Bukhori Muslim, Rojab Siti Rodliyah

The Integration of Artificial Intelligence (AI) In English Language Teaching Practices: A Meta-Synthesis Study

Introduction

The integration of artificial intelligence (ai) in english language teaching practices: a meta-synthesis study. Explore a meta-synthesis of AI integration in English Language Teaching (ELT). Discover student/teacher views, benefits, drawbacks, and AI's role in improving language skills.

Abstract

A great number of studies researching the incorporation of AI into English language teaching have grown significantly within the last five years. Nevertheless, to date, limited studies have been found to specifically review studies regarding AI integration in English language teaching. To fill the gap, this meta-synthesis study aims at presenting a summary of qualitative literature exploring how AI is integrated in English language teaching. Sixteen out of forty-seven articles were selected from various reputable databases as well as peer-reviewed journals (i.e., Scopus indexed) including Taylor & Francis, Science Direct, Wiley, Emerald, and ProQuest. Only qualitative data were processed and analysed thematically. Findings revealed some emerging themes: 1) student and teacher’s views towards AI integration in ELT, 2) benefits and drawbacks of AI integration in ELT, and 3) the role of AI for language skill improvement. In addition, the study shed light on several research topics recommended for further research.

Review

This meta-synthesis study on "The Integration of Artificial Intelligence (AI) In English Language Teaching Practices" addresses a critical and rapidly expanding area within language education. Given the significant growth in research on AI's role in English Language Teaching (ELT) over the past five years, the authors rightly identify a gap in comprehensive review studies that specifically synthesize existing literature. The study's aim to provide a summary of qualitative research exploring *how* AI is integrated into ELT is both timely and highly relevant, offering valuable insights into the practical aspects and nuanced experiences surrounding this technological shift. The methodology employed, a meta-synthesis, is appropriate for systematically integrating findings from qualitative studies. The authors report a robust selection process, narrowing down forty-seven initial articles to sixteen, sourced from reputable, Scopus-indexed databases such as Taylor & Francis, Science Direct, Wiley, Emerald, and ProQuest. The decision to process and analyze only qualitative data thematically ensures that the synthesis focuses on rich, descriptive insights into the integration process, rather than purely quantitative outcomes. This methodological rigor enhances the credibility and depth of the study's findings. The emerging themes from the analysis—covering student and teacher perspectives on AI integration, its identified benefits and drawbacks, and its specific role in improving language skills—are comprehensive and directly address the core questions of AI's practical application in ELT. These findings are invaluable for informing educators, curriculum developers, and technology providers about the real-world implications of AI in language learning environments. Furthermore, the study's commitment to shedding light on recommended research topics for the future is a significant contribution, providing a clear roadmap for continued scholarly inquiry and ensuring its lasting impact on the field.

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