The exploration of Artificial Intelligence (AI) in language learning has witnessed a

surge in interest and research over the past decade. This review synthesizes
existing literature to provide a comprehensive understanding of the integration of AI
tools, particularly within Learning Management Systems (LMS), and the potential
impact of AI chatbots in English education.

Artificial Intelligence in Language Learning: Foundations and Capabilities

Saleh (2019) establishes the foundational understanding of AI, delineating its

distinction from natural intelligence in humans and animals. The capabilities of AI,
encompassing speech recognition, learning, planning, and problem-solving, are
highlighted as the cornerstone for its potential in teaching and learning foreign
languages. Villegas-Ch (2020) extends this by emphasizing how the integration of AI
into LMS elevates the intelligence of the learning platform, providing a sophisticated
environment for foreign language acquisition.

AI Tools for Language Education

Alhawiti (2014) delves into specific AI tools suitable for language education, including
natural language processing, speech recognition systems, text-to-speech, and
speech-to-text. The integration of natural language processing AI tools equips LMS
with the ability to read and comprehend human language, thereby enhancing
essential language skills—speaking, writing, reading, and listening. The pivotal role
of Natural Language Processing (NLP) technologies, leveraging algorithms and
syntax analysis, is further elucidated by Livingstone (2012) and Enriquez (2018).
NLP features, such as voice commands and chatbots, contribute significantly to
creating a user-friendly and intuitive learning experience for students, as highlighted
by Pokrivcakova (2019).

Voice Recognition Systems in Language Learning

Lee and Cho (2020) underscore the impact of voice recognition systems on students'
speaking skills, emphasizing their ability to generate captions and transcriptions from
spoken words. These systems have demonstrated efficacy in improving writing and
speaking skills by producing clear, readable, and substantial texts, as evidenced by
Lousado et al. (2011). Petrova and Khalil (2020) shed light on the unique contribution
of voice recognition systems in providing a pressure-free environment for
pronunciation and speaking practices, ultimately contributing to a safer learning
experience for students. Additionally, the removal of writing barriers through speech
recognition systems enhances accessibility to previously challenging courses (Zheng
et al., 2018).

Productivity Benefits of Speech Recognition

Li (2021) highlights the productivity benefits of speech recognition, allowing students

to dictate notes, responses, and class activities without manual input. The speech-to-
text functionality in speech recognition provides convenient ways for students to
interact with computers and application software in the classroom environment, as
discussed by Tumskiy (2019). Described as timesaving, accurate, and easy to use,
voice and speech recognition further streamline educational processes (Ruolin,
2020).

Learning Management Systems (LMS) and AI Integration

Wulandari and Budiyanto (2017) contextualize the evolving landscape of education

with the integration of Learning Management Systems powered by web
technologies. The integration of AI tools, such as text-to-speech, within LMS is
highlighted for its role in enhancing communication between teachers and students.
This integration positively impacts the learning rate in the classroom environment,
offering alternative teaching methods by converting spoken words to text during
explanations.

Gaps in Scientific Research and Opportunities

Despite the proliferation of various LMS platforms and AI tools, research gaps persist
concerning the integration of these technologies for teaching and learning foreign
languages. Opportunities for further exploration of the effectiveness of AI in
improving language skills, spanning speaking, writing, listening, and reading, for both
students and teachers, are identified.

AI in Improving Linguistic Competence

Rugaiyah (2023) positions AI as a catalyst for improving linguistic competence,

offering personalized and adaptive learning experiences, interactive and immersive
environments, instant feedback, and access to a wide range of resources. The
continuous development of AI technology promises increasingly sophisticated and
effective solutions to support the development of linguistic competencies in the
future.

Artificial Intelligence Virtual Dream Friend and John English Boot applications were
effective for computer tutoring in English courses and increased interest in learning
English in the 5.0 revolution era compared to previous conventional methods.

Chatbots, could be utilized as learning companions outside of the classroom. This

could potentially direct future research in exploring the use of chatbots in educational
settings.

AI Chatbots in English Education: Potentials and Challenges

Building upon previous studies, the potentials of AI chatbots in English education are
explored. Choi (2020) identifies the specific advantage of the AI chatbot's function in
recording students' speaking processes, providing valuable information for course-
based evaluations. Positive effects on cognitive achievement, immersion, motivation,
and confidence among English learners are emphasized by Kim and Kim (2020),
Sung (2020), and Sung and Kang (2020). However, research results also suggest
practical problems and areas for improvement in utilizing chatbots for educational
purposes.

In conclusion, the integration of AI in language learning showcases substantial

potential, marked by advancements in LMS and AI tools. While research has
identified numerous benefits, there is a pressing need for further investigation to
address gaps and refine the application of AI in language education, ensuring a
nuanced understanding of its complexities and challenges.
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Kim, I., & Kim, B. (2020). The current state of interactive AI chatbots and the
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Lee, Y., & Cho, J. (2020). Design of a Foreign Language Conversation Learning
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