Generative Artificial Intelligence Integration in Foreign Language Education in Higher Education: A Systematic Literature Review
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| Title: | Generative Artificial Intelligence Integration in Foreign Language Education in Higher Education: A Systematic Literature Review |
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| Language: | English |
| Authors: | Mohammed Salmane Griche (ORCID |
| Source: | Technology in Language Teaching & Learning. 2026 8. |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/tltl |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Literature Reviews, Artificial Intelligence, Higher Education, Second Language Learning, College Second Language Programs, English (Second Language), Technology Uses in Education, Educational Technology, Influence of Technology, Technology Integration, Educational Policy, Risk, Computer Assisted Instruction, Feedback (Response) |
| ISSN: | 2652-1687 |
| Abstract: | This systematic literature review examines the opportunities and challenges of integrating generative artificial intelligence (GenAI) into foreign language education within higher education (HE). Using the PRISMA guidelines, this systematic literature review (SLR) set out to identify the benefits and risks of GenAI, analyze its current utilization, and provide actionable implications and recommendations. The PICo framework guided the research questions, search query, and inclusion and exclusion criteria for this SLR. 152 studies were included for analysis. The quality of each study was evaluated using the Effective Public Health Practice Project (2010) (EPHPP) Quality Assessment Tool for Quantitative Studies and the Critical Appraisal Skills Program (2023) (CASP) Qualitative Research Checklist. The included articles were analyzed and coded using in vivo coding and axial coding. 14 themes were identified. Five themes cover how GenAI can personalize learning experiences and feedback, provide affective support, improve students' language skills and proficiency, support teachers, and foster creativity and critical thinking. Four themes cover how GenAI integration in HE presents numerous ethical issues, threats of over-reliance on technology, and limited human connections. These themes also cover some implementation challenges that this integration faces and how it can negatively affect feedback, critical thinking, creativity, and students' well-being. Three themes cover how GenAI is currently being used by educators and students to practice the four skills, provide assessment and feedback, and make the learning and teaching process more dynamic. The last two themes lay out a few effective strategies for implementation and implications for educators and students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501224 |
| Database: | ERIC |
| Abstract: | This systematic literature review examines the opportunities and challenges of integrating generative artificial intelligence (GenAI) into foreign language education within higher education (HE). Using the PRISMA guidelines, this systematic literature review (SLR) set out to identify the benefits and risks of GenAI, analyze its current utilization, and provide actionable implications and recommendations. The PICo framework guided the research questions, search query, and inclusion and exclusion criteria for this SLR. 152 studies were included for analysis. The quality of each study was evaluated using the Effective Public Health Practice Project (2010) (EPHPP) Quality Assessment Tool for Quantitative Studies and the Critical Appraisal Skills Program (2023) (CASP) Qualitative Research Checklist. The included articles were analyzed and coded using in vivo coding and axial coding. 14 themes were identified. Five themes cover how GenAI can personalize learning experiences and feedback, provide affective support, improve students' language skills and proficiency, support teachers, and foster creativity and critical thinking. Four themes cover how GenAI integration in HE presents numerous ethical issues, threats of over-reliance on technology, and limited human connections. These themes also cover some implementation challenges that this integration faces and how it can negatively affect feedback, critical thinking, creativity, and students' well-being. Three themes cover how GenAI is currently being used by educators and students to practice the four skills, provide assessment and feedback, and make the learning and teaching process more dynamic. The last two themes lay out a few effective strategies for implementation and implications for educators and students. |
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| ISSN: | 2652-1687 |
