From Applications to Implications: A Systematic Review of Ai in K-12 English Language Teaching

Abstract

Artificial intelligence (AI) is becoming increasingly prominent in educational practices, offering new avenues for personalization, feedback, and instructional efficiency. Although the majority of existing research focuses on adult learners and higher education, its application in K-12 English language teaching remains underrepresented. This systematic literature review analyzes 54 peer-reviewed studies published in the past decade, following PRISMA guidelinesPRISMA guidelines, to explore how AI is integrated into K-12 English language education. The findings reveal that AI supports the development of core language skills, vocabulary, and grammar through adaptive feedback, contextualized input, and individualized learning experiences. Additionally, AI contributes to learner motivation, engagement, and differentiated instruction, while also raising ethical and pedagogical concerns such as algorithmic bias, data privacy, limited inclusivity, and unequal access. Importantly, the review underscores the continued significance of teacher agency and pedagogical leadership. Successful implementation of AI depends on sustained professional development and approaches that prioritize educational goals over technological possibilities. By centering the K-12 perspective, this study offers a timely contribution to the field of language education and highlights directions for future research, including longitudinal designs and alignment with national curricular reforms.

Keywords

• Teacher–AI Collaboration,
• Learning Architect
• AI in Language Education
• K–12 English Teaching
• Socio-emotional Support

Uygulamalardan Yansımaya: K-12 İngilizce Öğretiminde Yapay Zekâ Üzerine Sistematik Bir Derleme

Abstract

Yapay zekâ (YZ), eğitim uygulamalarında giderek daha görünür hâle gelmekte ve kişiselleştirme, geri bildirim sağlama ve öğretim süreçlerini daha verimli hâle getirme konusunda yeni olanaklar sunmaktadır. Mevcut araştırmaların büyük bir çoğunluğu yetişkin öğrenenlere ve yükseköğretime odaklanmasına rağmen odaklanmaktadır;, ancak YZ’nin K-12 İngilizce öğretimindeki uygulamaları halen sınırlı bir şekilde ele alınmaktadır. Bu sistematik derleme, PRISMA yönergelerine uygun olarak son on yılda yayımlanan 54 hakemli çalışmayı inceleyerek YZ’nin K-12 İngilizce dil eğitimine nasıl entegre edildiğini ortaya koymaktadır. Bulgular, YZ’nin uyarlanabilir geri bildirim, bağlama dayalı girdi ve bireyselleştirilmiş öğrenme deneyimleri aracılığıyla temel dil becerileri ile kelime bilgisi ve dilbilgisi gelişimini desteklediğini göstermektedir. Ayrıca YZ; öğrenen motivasyonu, etkileşim ve farklılaştırılmış öğretim açısından önemli katkılar sunmakla birlikte, algoritmik önyargı, veri gizliliği, sınırlı kapsayıcılık ve eşitsiz erişim gibi etik ve pedagojik sorunları da beraberinde getirmektedir. İnceleme, öğretmen inisiyatifinin ve pedagojik liderliğin devam eden önemini vurgulamaktadır. YZ’nin etkili biçimde uygulanması, sürekli mesleki gelişime ve teknolojik olanaklardan ziyade eğitimsel hedefleri önceleyen yaklaşımlara bağlıdır. K-12 bağlamına odaklanan bu çalışma, dil eğitimi alanına güncel ve önemli bir katkı sunmakta; uzunlamasına araştırmalar ve ulusal müfredat reformlarıyla uyum konularında geleceğe yönelik araştırma önerileri ortaya koymaktadır.

Keywords

• Öğretmen–yapay zekâ iş birliği
• öğrenme mimarı
• dil eğitiminde yapay zekâ
• K–12 İngilizce öğretimi
• sosyal-duygusal destek

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