Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 4 (2025)

AI-Powered Language Learning: A Literature Review on the Effectiveness of AI-Driven Tutoring Systems for English Language Proficiency

Rodgen Palmes | Mary Lancel Abutan | Elizabeth Reyes | Genaro V. Japos

Discipline: Education

 

Abstract:

This literature review examines the effectiveness of AI-driven tutoring systems in improving English language proficiency, with a focus on widely used tools such as Grammarly and Duolingo. Synthesizing recent empirical and theoretical literature, it explores how AI-powered platforms support the development of writing, speaking, grammar, and vocabulary skills through personalized feedback, immersive practice, and adaptive learning. The review is situated within an action research initiative in the Philippine Senior High School context, where AI integration is being explored to improve oral communication instruction. Theoretical frameworks such as distributed cognition, post-humanism, and human-AI co-agency underscore the evolving partnership between learners and AI systems as co-constructors of linguistic competence. Ethical considerations—including data privacy, algorithmic bias, and equitable access—are critically examined, especially in resource-constrained environments. The study advocates for scaffolded pedagogical strategies and systemic support to ensure responsible, inclusive, and transformative use of AI in language education. This review contributes to the growing discourse on technology-enhanced learning by offering a contextualized, theory-informed, and ethically grounded perspective on the role of AI in English language instruction. Beyond their technical functions, these tools operate within broader pedagogical frameworks that shape learner autonomy and cognitive processes. Taken together, these studies suggest that AI-powered feedback can significantly support writing development when integrated with human instruction. However, most existing research focuses on the effectiveness of tools in Western contexts, leaving a gap in localized pedagogical insights.



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