In an era marked by the rise of modern technological instructional trends, AI-generated animated visuals have emerged as significant tools within pedagogical domains. Nonetheless, their academic exploration remains limited with no comprehensive analytical document consolidating current findings. Accordingly, this systematic review identifies the types of these tools that are commonly used, then investigates their effectiveness in EFL learning environments, focusing on improving language learning outcomes and providing pedagogical implications. Following PRISMA 2020 methodology, this paper synthesises 11 open-access manuscripts published between 2020 and 2025, sourced from academic databases; Google Scholar, ERIC, and ScienceDirect. Results highlight the positive impact of AI-generated animated visuals on vocabulary acquisition and retention, listening comprehension, writing fluency, and learner engagement, immersion and motivation. Key challenges include teacher training and overreliance on technology. Implications for practice are provided for educators and policymakers in Algerian higher educational contexts. Eventually, AI-generated animated visuals represent a valuable innovation in EFL instruction, and their integration should be considered as a strategic priority within the Algerian higher education, especially amid the accelerating shift toward digital learning environments.
Djekidel et al. (Thu,) studied this question.