Artificial Intelligence in Second Language Learning: A Systematic Review of Pedagogical Applications and Challenges (2015–2025)

This article presents a systematic review of artificial intelligence (AI) applications in second language acquisition (SLA) over a decade-long period from 2015 to 2025. Recognizing the growing influence of AI in language education, the study explores how AI technologies—such as adaptive learning systems, chatbots, and intelligent tutoring platforms—are reshaping pedagogical practices. The review was conducted following PRISMA guidelines, with literature retrieved from major academic databases including Scopus and Web of Science. The analysis focuses on peer-reviewed studies that investigate the use of AI tools in SLA, emphasizing both pedagogical benefits and implementation challenges. Findings reveal that AI-driven language learning is largely grounded in socio-cultural, constructivist, cognitivist, and student-centered frameworks, highlighting the transformative potential of AI in fostering learner engagement, autonomy, and skill development. Experimental and survey-based methodologies dominate the field, with discourse and conversation analysis frequently used to evaluate learning outcomes. Key learner-related issues studied include motivation, satisfaction, and language proficiency, though topics such as gender dynamics and self-directed learning remain underexplored. While evidence points to the positive impact of AI on second language learning, the study underscores persistent concerns such as algorithmic bias, teacher readiness, and unequal access to technology, particularly in low-resource contexts. The article concludes with recommendations for teacher training, ethical guidelines, and inclusive policies to ensure equitable and effective integration of AI in language education. This comprehensive review serves as a critical reference for educators, researchers, and policymakers, offering insights into current trends, research gaps, and future directions for AI-driven SLA.