Artificial Intelligence in English Language Teaching and Learning in ASEAN Higher Education: A Systematic Literature Review (2021–2025)

บทคัดย่อ

     Even though AI tools are being increasingly utilized in English language education within the ASEAN higher education context, the region remains an underexplored focus of research, particularly in terms of PRISMA-grade literature reviews, which remain scarce. This systematic literature review aimed to: 1) examine the research methods and bibliometric data of empirical studies on artificial intelligence (AI) use in ASEAN higher education English language learning published from 2021-2025; 2) synthesize findings about reported learning gains and concerns; and 3) identify the conditions that mediate outcomes and describe remaining research gaps.
     This research searched two databases, Scopus and ThaiJO, to identify relevant studies. Scopus returned 692 studies, and ThaiJO returned 998, for a total of 1,690 potential studies. Initial rounds of screening based on the title, abstract, and inclusion and exclusion criteria yielded 150 studies. Full-text screening resulted in a corpus of 128 studies. Descriptive bibliometric analysis was used to address Objective 1. Thematic synthesis, framed by the Technology Acceptance Model (TAM) and Vygotsky’s Sociocultural Theory, was then employed using dual coding to generate interpretative themes to address Objectives 2 and 3.
     Approximately 70% of studies were published in 2025 alone, with 121 studies (95%) reporting gains and 60 (47%) raising concerns. Indonesia, Thailand, and Vietnam accounted for 98 studies (77%). Key findings indicated a paucity of research concerning teacher readiness, AI literacy, and receptive language skills. Additionally, only five multi-ASEAN studies were included, limiting regional generalizations. At the instructional level, learning gains were most supported when AI was utilized as a tool within a structured pedagogical framework, while teacher readiness should be addressed to support English language learning at the institutional level. Further studies are needed to close research gaps and increase regional applications.