2026· Психология Журнал Высшей школы экономики· Vol 23, pp. 286-296· 0 citations
Abstract
This review of research synthesizes how large language models (LLMs) are being used to teach Russian as a foreign language (RFL) across three research traditions – in Russia, English-language contexts, and China – covering January 2023 to October 2025. The article draws on 55 peer-reviewed and practitioner sources to identify recurring themes, benefits, risks, and implementation conditions. Across settings, the literature reports five recurring benefits: (1) expanded out-of-class practice via chatbots and conversational agents; (2) personalization that supports learner autonomy and differentiation; (3) development of all four skills and cultural competence through multimodal, task-based activities; (4) faster formative feedback on writing and grammar through exemplars and targeted drills; and (5) access to authentic, level-adaptable materials. Reported risks are comprised of factual and grammatical errors, weak pragmatic or cultural fit, over-reliance that may erode independent strategies, unequal access and data-privacy constraints, and unsettled assessment practices in AI-rich classrooms. Regional emphases differ: Russian studies foreground linguodidactic integration and teacher oversight; English-language scholarship brings into focus ethics, critical AI literacy, and customized tutoring; Chinese research advances human–AI co-teaching and “virtual + real” classroom models. Practical guidance follows: design AI-mediated tasks with explicit objectives and boundaries, train verification habits (cross-checking, source attribution, corpus-based checks), and pair AI feedback with human review. Research priorities include Russian-specific models and prompting resources, longitudinal evidence on learning outcomes, validated rubrics for AI-assisted work, and teacher professional development. Overall, LLMs can enhance RFL when their use is deliberately orchestrated and educators remain the cultural and pedagogical anchor.
It was determined that social media tools and digital platforms reinforce students' Kazakh language use practices and facilitate identity repositioning and gamification, artificial intelligence-based dialogue systems, and personalized learning models were found to have positive effects on language outcomes, although these effects vary according to the type of tool and pedagogical context.
Aigerim Bogenbayeva, F. Orazbayeva, Aitzhamal Rauandina et al.· International journal of tec...· 0 citations
It is well-established that second/foreign language learning requires exposure to meaningful input. Thanks to advancing technologies, one way to achieve this in language teaching contexts is via online corpus tools. Given the potential pedagogical gains these tools offer for language skills (e.g., vocabulary, grammar, pronunciation, and writing), this study aims to synthesise the findings of research on five popular corpus tools – Sketch Engine, SkELL, PlayPhraseMe, Fraze.it, and CorpusMate. Following the PRISMA guidelines for systematic reviews, this study included five research papers from the Web of Science and Scopus databases until 2024. Applying qualitative and quantitative content analyses, the study found that corpus consultation promotes language skills and learner autonomy, supports contextually appropriate language use, and improves sensitivity to authentic language structures. Despite the promising outcomes, the scant number of studies analysed with some methodological issues and contextual constraints undermines the generalisability of the results. The study underscores the urgent need for more longitudinal, comparative, and large-scale research on using these corpus tools to harness them fully in language education. It also proposes that when systematically implemented, corpus tools may serve as powerful resources for language learning and teaching.
I. Topal· Journal of language research· 0 citations
Task-Based Language Teaching (TBLT) has been widely known as a promising approach within Communicative Language Teaching (CLT), yet its implementation in English as a Foreign Language (EFL) settings frequently reveals a clear gap between theoretical ideals and classroom realities. This paper critically examines that gap, paying particular attention to how Long’s (1981) Interaction Hypothesis fares against the everyday constraints of managing instruction in Chinese middle schools. Drawing on empirical studies and key frameworks—including Krashen’s (1985) Input Hypothesis and Ellis’s (2003) work on task complexity—the analysis identifies a set of obstacles: teachers’ insufficient pedagogical preparation, students’ entrenched examination-oriented habits, and the logistical difficulties of fostering interaction in overcrowded classrooms. The tension between linguistic accuracy and communicative fluency is also addressed. Possible responses include differentiated task design, dynamic scaffolding, and strategic integration of Computer-Assisted Language Learning (CALL). The conclusion is that TBLT’s sustainability depends on pragmatic alignment with local socio-cultural conditions, not on wholesale replication of Western instructional models.
Shuming Qiu· Academic Journal of Educatio...· 0 citations
This scoping review primarily aims to synthesize empirical research on artificial intelligence in English language teaching and learning published from 2015 to 2025. The main question investigates how the integration, applications, and pedagogical roles of AI have evolved over the past decade. The significance of this study is that it uses Intelligent Computer-Assisted Language Learning as an interpretive lens to make sense of a rapidly shifting field, offering a framework to help educators navigate modern generative tools. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidance, 129 empirical studies were identified and analyzed using descriptive mapping and thematic analysis. The main findings indicate three overlapping evolutionary phases: an early system construction phase focused on tutoring, a mobile-and-voice phase emphasizing speech practice, and a generative phase dominated by large language models. The evidence base remains heavily concentrated in higher education, where AI frequently acts as a tutor, practice partner, or co-writer. For further use, this study recommends adopting teacher-mediated task designs, shifting assessments to focus on the learning process, and prioritizing longitudinal research in primary and under-resourced educational settings.
Ese Emmanuel Uwosomah· Arab World English Journal· 1 citation· ⚡1
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
This study investigates how French secondary school learners of English
as a Foreign Language (EFL)(14 year-olds, levels A1+ to B1+) develop the ability to refer to
the past during social interactions. Based on a corpus of video-recorded peer
interactions, our cross-sectional study integrates tools from an enunciative theory
(theory of predicative and enunciation operations) and conversation analysis for second
language acquisition. We identified key stages in the acquisition of past tense forms,
from reliance on adverbials and verb stems to the use of more complex past verb forms. Our
findings align with Klein and Perdue’s Basic Variety concept (
1997
), suggesting a ‘natural’ interlanguage development, even in
tutored settings where a different linguistic progression is implemented in the programme
of instruction. By valuing learner productions and focusing on interactional dynamics, our
research highlights the natural progression in EFL learners’ use of various forms when
referring to the past, contributing to a deeper understanding of their linguistic
development and providing empirical support for the view that grammar emerges from social
interaction.
Pascale Manoïlov, Agnès Leroux· Language, Interaction and Ac...· 0 citations