This paper aims to synthesize empirical research on AI tools used to support English as a second/foreign language (EL2) learners in Arab University classrooms (AUCs) between January 1, 2023, and August 31, 2025. We utilized three large datasets, namely Google Scholar, Web of Science, and Scopus as data sources. Using PRISMA-guided searches, we included only published articles. The search process resulted in 184 studies, but only 11 studies met the inclusion criteria.
Findings reveal that EL2 learners have positive attitudes toward AI for drafting, revision, and practice. Empirical gains were most consistent for surface-level outcome improvements, while the enhancement of higher-order writing quality and speaking proficiency was mixed and often contingent on teacher mediation. The paper concludes by proposing a research agenda and practical guidelines for Arab universities seeking evidence-based AI integration in EL2 instruction. It also recommends scaffolded integration, teacher training, and reflective tasks to reduce over-reliance on AI tools.
Blogger's Review: This paper provides significant empirical data on the application of AI in language learning, emphasizing the crucial role of teachers in the integration process. Future research should explore the profound impact of AI tools on learning outcomes and focus on effectively balancing technology with traditional teaching methods.