AI tools in Arab University English classrooms: Looking back and forward

Synthesis: 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 Jan 1st 2023 and Aug 31st 2025. We utilized 3 large datasets, namely Google Scholar, Web of Science, and Scopus as the data sources. Using PRISMA-guided searches across these well-known databases, we included only published articles. The search process results in 184 studies, but only 11 studies met the inclusion criteria. Findings unveil that EL2 learners have positive attitudes toward AI for drafting, revision, and practice. Empirical gains were most consistent for surface-level outcomes improvements in 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, reflective tasks to reduce over-reliance on AI tools.

PRISMA review of 11 EL2 studies (2023-2025) finds Arab university students react positively to AI for drafting/revision/practice; gains are clearest on surface-level writing, mixed for higher-order quality and speaking, and teacher mediation matters; recommends Scaffolding, training, and reflective tasks to curb over-reliance.

This work connects to core knowledge base themes: Language Learning Higher Education Writing AI Literacy Over-Reliance. It highlights how Generative AI tooling is reshaping both what learners do and how educators structure support, reinforcing the need for design that preserves authentic engagement rather than enabling shallow bypass.

What this means for practice

• Instructors. Scaffold AI writing tasks rather than leaving them open: gains were most consistent for surface-level writing outcomes, while higher-order writing quality and speaking proficiency improved only where teacher mediation was present.
• Instructors. Attach reflective tasks to AI use, since the reviewed studies link unmonitored adoption to over-reliance, compromised originality, and difficulty critically evaluating generated content.
• Instructors. Embed AI-mediated drafting, revision, and practice inside existing curricula and assessed objectives instead of adding standalone tool sessions, because studies that integrated AI within structured curricula reported the clearest benefits.
• Instructors. Train for structured integration and ethical use rather than tool operation alone, since implementation across the 11 studies depended on teacher mediation, institutional support, and responsible-use practices.

Limitations

• Only 11 of 184 identified studies met the inclusion criteria, and the review covers publications from January 2023 to August 2025 only.
• Most included studies relied on self-reported perceptions and questionnaire data, with relatively few using experimental or quasi-experimental designs capable of measuring actual learning gains.
• Sample size, research design, and the specific AI tools varied widely across the 11 studies — ChatGPT was the only LLM investigated — making direct comparisons difficult and constraining replicability because AI versions and implementation details were rarely reported.
• The review is restricted to Arab university EL2 classrooms, limiting generalization to other contexts, and the authors flag potential publication bias favoring positive findings.

Citation

Shormani & Alshawsh (2026). AI tools in Arab University English classrooms: Looking back and forward. arXiv preprint.