Assistance or Dependence: A Systematic Review of AI Use in EFL Learning
DOI:
https://doi.org/10.54923/jllce.v7i1.246Keywords:
Artificial intelligence, AI dependence, EFL learning, AI literacy, learner autonomyAbstract
The growing integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) learning has created new opportunities for language learning. This systematic review examines how AI use influences learner engagement and cognitive dependence in EFL learning. A qualitative evidence synthesis using a thematic synthesis approach was conducted on studies published between 2023 and 2026. Using predefined inclusion and exclusion criteria, alongside the screening and selection process of the PRISMA framework, 15 studies were included in the synthesis and analyzed from a total of 52 works identified from Scopus, Web of Science, ScienceDirect (Elsevier), SpringerLink Taylor & Francis Online, ERIC (Education Resources Information Center), arXiv, and Google Scholar. Studies were excluded if they (1) were duplicate records; (2) focused on the application of AI in fields other than language learning; (3) addressed non-language subjects in which English functioned as a medium of instruction rather than the primary object of learning; (4) investigated languages other than English; or (5) did not examine AI or digital tools as learning-support mechanisms. The findings indicate that AI tools can facilitate learner engagement through accessible, immediate, and personalized support; however, excessive use of AI may contribute to cognitive dependence by reducing learners’ engagement in independent thinking, problem-solving, and language-related decision-making. Emotional dependence also emerged as an additional concern across the reviewed studies. These findings highlight the need to reconceptualize AI literacy in EFL education beyond technical proficiency and emphasize learner autonomy, critical engagement, and the retention of cognitive responsibility when interacting with AI tools.
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Copyright (c) 2026 Soukaina Ouahbi, Aabla Biqiche, Imane Masmoudi, Amal Kerouad
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