Shormani & Alshawsh (2026) — arXiv preprint.
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 towards 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 wiki themes: language-learning higher-ed writing-education 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.
Related Pages
- language-learning — L2 / foreign-language learning.
- higher-ed — Postsecondary education context.
- writing-education — Teaching writing.
- ai-literacy — Understanding and evaluating AI.
- over-reliance — Risks of depending on AI.