Given that there have been many advances in the area of Artificial Intelligence (AI) technologies lately, much has changed in the realm of educational processes in terms of how English is taught in many parts of the world. In connection with this point, this work discusses how AI technologies can be applied in teaching English to undergraduate students in universities and investigates their possibilities, challenges, advantages, disadvantages, and future developments. Specifically, while focusing on recent scientific works concerning Computer-Assisted Language Learning (CALL), Second Language Acquisition (SLA), and educational innovations, this investigation considers various aspects connected with the advantages and disadvantages of using AI technologies in developing the ability to communicate, personalizing the learning process, evaluating learners' results, empowering learner autonomy, and facilitating interactions in the classroom setting of the English language classes. Furthermore, in this paper, there is a discussion about ethical problems, educators' preparedness, and other obstacles associated with applying AI technologies in English language education in universities. As a result, this work shows on the basis of empirical data collected and analyzed that AI technologies have a great potential to positively affect language skills, motivation, involvement, and interactions among learners. The objective of this paper is to conduct an evaluation of the use of artificial intelligence technology in teaching English as a foreign language by assessing existing trends, strengths, weaknesses, and pedagogical implications.
Elmadani et al. (Sat,) studied this question.
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