Daniel Ginting, Rudi Hartono, Iskandar Iskandar
This article overviews a study on integrating generative AI tools into education. English language education is critical for AI integration due to its reliance on text-based learning, communication skills and adaptive instructional approaches. Employing a systematic literature review to analyse existing research on AI tools in English language education, it focuses on their benefits and challenges. Articles from Scopus-indexed journals and other scholarly sources published between 2021 and 2024 were reviewed. The study discusses four significant findings: the classification of generative AI, key research topics on AI, the role of AI in cognitive offloading and academic dishonesty and the phenomenon of AI-generated hallucinations. The findings highlight the need for educators to stay updated with AI advancements and adapt their teaching practices accordingly. While AI offers opportunities for personalised learning, it also raises concerns about academic integrity and the reliability of AI-generated content. The review is limited to studies published between 2021 and 2024 and may not encompass all relevant research. Additionally, the focus is primarily on English language education, which may not fully represent the impact of AI tools across other educational contexts. Future research could explore the broader implications of AI integration across different subject areas and examine its long-term effects on pedagogy and student learning outcomes. © Penerbit Universiti Sains Malaysia, 2025.
English Letters Study Program, Faculty of Languages, Universitas Ma Chung, Jl. Vila Puncak Tidar N-1, East Java, Malang, 65151, Indonesia; Language Education Sciences, Post, graduate Program, Universitas Negeri Semarang, Jl. Raya Sekaran, Gunungpati, Central Java, Semarang, 50229, Indonesia; English Language Education, Pos, tgraduate Program, Universitas Negeri Makassar, Jl. Andi Pangeran Pettarani, South Sulawesi, Makassar, 90221, Indonesia
