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Arab World English Journal (AWEJ) Volume 17. Number 1, March 2026 Pp.357-370
Department of English Language Skills, Institute of English Language, University of Tabuk, Tabuk, Kingdom of Saudi Arabia
Department of English Language Skills, English Language Institute, University of Tabuk, Tabuk, Kingdom of Saudi Arabia
English Language and Linguistics Department, Faculty of Arts and Sciences, Jerash University, Jerash, Jordan
Conversational chatbots, a particular area of artificial intelligence that has recently seen significant advancements, have revolutionized digital language learning settings. English language classrooms are observing increasing use of chatbots to facilitate learner interactivity, promote learner autonomy, and improve the effectiveness of teaching practices which, in turn, has led to a rising interest in the topic among scholars of applied linguistics and educational technology. This paper aims to assess the efficiency of artificial intelligence, driven chatbots in learning English language by analysing existing empirical data and exploring the contribution of chatbots through suitable theoretical frameworks. This study, by merging sociocultural theory with empirical evidence, adds to the discussions in applied linguistics and digital education about the role of intelligent systems in language learning, not just from an individual cognitive perspective, but also in their impact on the wider sociocultural contexts. A thematic synthesis of 35 peer, reviewed articles spanning from 2019 to 2025 implemented PRISMA guidelines in investigating chatbots that assist vocabulary development and grammar learning, and listening, writing, and conversational skills. The study adopts the theory of mediated action to highlight how community components, learner autonomy, cultural tools, and social interaction jointly function. The findings proves that artificial intelligence chatbots function as semiotic mediators which transform language production and enable users to practice complex structures effectively. The recommendations focus on building chatbots with emotional intelligence and enabling teachers to work with artificial intelligence systems and upholding ethical principles.
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Mohammad Naser is a faculty member with a PhD in Applied Linguistics (SLA & TESOL) and over fifteen years of experience. His expertise includes English language education, AI-enhanced learning, curriculum design, and translation. He has a strong record in accreditation, program development, and research innovation. ORCID: https://orcid.org/0000-0001-6038-2504
Abdallah Mohammad S Almahasneh is a PhD holder from Universiti Malaysia Terengganu and Lecturer at Department of English Language Skills at the English Language Institute, University of Tabuk. His research interest includes all language skills in EFL and applied linguistics. ORCID: https://orcid.org/0000-0001-6307-9762
Rose Fowler is a faculty member in the Department of Languages at HTU, Amman, Jordan. Her work focuses on English language education and linguistics in higher education contexts. She is engaged in teaching, academic development, and research.
ORCID: https://orcid.org/0000000348592984
Salaam Alhawamdeh is a faculty member in the English Language and Linguistics Department, Faculty of Arts and Sciences, Jerash University, Jordan. Her expertise lies in English linguistics and language education. She contributes to teaching and academic research in the field. ORCID ID: https://orcid.org/0000-0002-1503-4380