Systematic Review Examines Effectiveness and Limits of AI Tools in ESL Learning

The International Journal of Technology in Education published a systematic review in its 2026 volume 9, issue 2, examining ChatGPT, Duolingo, Grammarly, Wordtune and Pigai in ESL learning. Drawing on 19 peer-reviewed studies published between 2021 and 2025, it covers writing, speaking, listening, vocabulary, grammar and reading comprehension. The review reports that AI supports learner motivation, confidence and participation through personalized real-time feedback and adaptive learning, while noting over-reliance, limited contextual understanding, technological challenges and weak experimental designs. The authors recommend combining AI with teacher guidance, targeted training, expanded content for advanced learners and AI literacy in curricula.

For ESL teachers and language learning product teams, the review places evidence of AI tool effects alongside limitations in one framework, indicating that personalized real-time feedback and adaptive practice are associated with gains in motivation, confidence and participation, while existing research designs remain insufficient, so results cannot be directly extended to claims about learning outcomes or overall education quality. It also signals that product design must address over-reliance and limited contextual understanding, and that schools need teacher guidance and training alongside adoption. Language learning product teams can compare how ChatGPT, Duolingo, Grammarly, Wordtune and Pigai are positioned across drafting, practice and assessment, and adjust features for over-reliance and limited contextual understanding. Schools and teachers adopting AI-assisted ESL instruction need to pair tools with teacher guidance, targeted training and AI literacy content rather than procurement alone.