This study aims to systematically review research trends regarding the application of artificial intelligence (AI) in general English education at Korean universities and suggest future directions for transitioning from a technology-centered paradigm to learner-centered education. Following the PRISMA guidelines, 50 articles published in domestic academic journals from 2019 to 2025 were selected for the final analysis. The results indicate that research has expanded rapidly since the emergence of ChatGPT in late 2022, primarily focusing on enhancing grammatical accuracy, lexical diversity, and logical organization in English writing. Methodologically, while mixed-methods research has been actively conducted, longitudinal approaches to investigate long-term language acquisition effects remain relatively scarce. Although AI’s immediate and personalized feedback was identified as a key strength, challenges such as information distortion (hallucination), technological over- dependence, and the weakening of critical thinking were highlighted as critical tasks to be addressed. Based on these findings, this study suggests: expanding research across all four language skills, reconceptualizing AI as a “learning partner” that extends cognitive abilities, and redefining the instructor's role as a “hybrid strategy designer” and “learning coach equipped with data literacy.” This study provides foundational data with academic and practical value for designing future AI-integrated general English curricula.
Eun-Young Jeon (Sat,) studied this question.